Education, Olympia.Cwashington State Employment Security, Olympia.; Washington State Occupational Information Coordinating Committee, Olympia

DOCUMENT RESUME

ED 377 385 CE 067 860

AUTHOR Wishik, Anton Lee, Ed. TITLE Careers Now! Making the Future Work. Activities Manual Based on the National Career Development Guidelines. Third Edition. INSTITUTION Port Angeles School District 21, Wash. SPONS AGENCY Department of Labor, Washington, D.C.; Office of Vocational and Adult Education.(CD), Washington, DC.; Washington Office of the State Superintendent of Public Instruction, Olympia. Div. of Vocational Education.; Washington State Board for Vocational Education, Olympia.CWashington State Employment Security, Olympia.; Washington State Occupational Information Coordinating Committee, Olympia. PUB DATE 94 NOTE 544p.; S me parts are printed on colored paper. AVAILABLE FROM Careers :.ow!, Port Angeles High School Career Center, 304 East Park Avenue, Port Angeles, WA 98362 ($50 plus $5 shipping and handling). PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052)

EDRS PRICE MF02/PC22 Plus Postage. DESCRIPTORS Adult Education; Behavioral Objectives; Career Awareness; *Career Education; * Career Exploration; *Career Planning; *Classroom Techniques; Competence; *Competency Based Education; *Educatio.., Work Relationship; Elementary Secondary Education; Information Utilization; Interpersonal Comp.:tence; Learning Activities; Lesson PlIns; Occupational. Information; Self Concept; Vocational Adjustment IDENTIFIERS *National Career Development Guidelines

ABSTRACT This guide contains lesson plans for conducting career education activities that were developed to help elementary, middle, high school, and adult students achieve the following 12 competencies covered by the National Career Development Guidelines: (1) knowledge of the importance of self-concept;(2) skills to interact with others;(3) awareness of the importance of growth and change;(4) awareness of the benefits of educational achievement; (5) awareness of the relationship between work and learning;(6) skills to understand and use career information;(7) awareness of the importance of personal responsibility and good work habits; (8) awareness of how work relates to the needs and functions of society; (9) understanding how to make decisions;(10) awareness of the interrelationship of life roles;(11) awareness of different occupations and changing male/female roles; and (12) awareness of the career planning process. Activities are divided into four sections by instructional level (elementary, middle, and high school or adult). Each section begins with a listing of competencies and indicators for the given instructional level. Within each section, activities are arranged by competency taught. Each lesson plan contains some or all of the following: activity title, competency covered, summary, handouts/materials needed, pre-post question, and procedure. Masters of each activity are included. (MN) 1111111° ERS U S DEPARTMENT OF EDUCATION riARE E UCATIONAL RESOUrCES IWORMATION "PERMISSION TO REPRODUCE THIS CENTER (ERIC, MATERIAL HAS BEEN GRANTED BY Ths document has beers reproduced as AO receved trom the person or organ.zat.on oIg.nal:ng ,1 Mnor changes nave been made le improve reproducton ouatgy IL/ 5/7 i: -

Potnts of V1eN or op.mons slated al tens document d: not neeessawyrepresent TO THE EDUCATIONAL RESOURCES oft.cot DEBT..::. or polCy INFORMATION CENTER (ERIC)."

MAKING THE. .1I0 It IL'# '

B ED ON THE NATIONAL CAREER' DE LOPMENT GUIDE

BEST COPY AVAILABLE YOUR ATTENTION, PLEASE

The contents of this manual are protected by various copyrights and may be used for non-profit educational purposes only.

Non-profit organizations may use the contents of this manual in instructional workshops for which a standard fee is charged.In providing copies of the manual or portions thereof, non-profit organizations may charge only the actual cost of reproduction.

For-profit ventures may not charge in any way-- even photocopy charges -- for use of the contents of this manual.

ORDERING INFORMATION

Copies of this manual may be ordered by sendingyour check or purchase order for $50 plus $5 shipping and handling (in Washington state, add sales tax) to:

Careers Now! c/o Port Angeles High School Career Center 304 East Park Avenue Port Angeles, WA 98362

0 .991 Careers Now! Third Edition, 1994

3 CAREERS NOW! ACTIVITIES MANUAL

Edited by Anton Lee Wishik

This manual is part of a community project sponsored by Port Angeles (WA) School District 121 Clallam County Economic Development Council Youth 2000

The manual was funded through contributions and grants from Washington State Occupational Information Coordinating Committee Carl Perkins Vocational Education Act U.S. Department of Labor Washington State Employment Security Commission Washington State Board for Vocational Education Washington State Superintendent of Public Instruction (Department of Vocational Education) Please address comments and inquires to: Anton Wishik Occupational Information Specialist Port Angeles School District 121 304 East Park Avenue Port Angeles, WA 98362

INTRODUCTION Careers Now! is aspecialproject of the Port Angeles community designed to implement the NationalCareer Development Guidelines. The project began in the fall of 1989, when severalstate agencies sought a community in which to implement theguidelines. The guidelines previously had been utilized innumerous school districts but not throughout a community. Several meetings of community leaderswere held in late 1989; those leaders decided to apply fora grant of $35,000 provided through the agencies listed above.The grant was awarded and administered by a steering committee of communityvolunteers. By June of 1991, Careers Now! had trained 75 "facilitators" who had helped more than 3,000 persons achieve various guideline Competencies. The facilitators include education professionals, social service personnel, government officials, businessleaders, dislocated workers and community volunteers. Persons from kindergarten through senior citizen received training. While the grant period has expired, the projectcontinues. Careers Now! started a Job Club for dislocated workers inthe Port Angeles area, and offered additional facilitator training.This manual, now in its third printing,is intended to be a lasting resource of Careers Now!

3 HOW THIS MANUAL WORKS

Please take a moment to review the following explanations and assumptions used for the Careers Now! manual. They are presented in short sections with titles in alphabetical order.

ACTIVITIES -- WHERE DID THEY COME FROM? Manyof theseactivities were createdor providedby facilitators in the Careers Now! project. Others were adapted and borrowed from career development manuals produced byschool districts,state agencies, universities and state Occupational Information Coordinating Committees. The editor reviewed numerous manuals supplied by the Northwest Regional Education Laboratory in Portland, Ore.; Careers Now! thanks the laboratory for permission to use said materials. Materials reviewed were from:

Chicago Public School System Farmington Public Schools, Farmington, MI Grand Forks Public School System, Grand Forks, ND Iowa Department of Education Kentucky Department of Education Maine Department of Education Michigan State Board of Education Mississippi State Department of Education Nebraska Department of Education North Dakota Department of Public School Instruction Northwest Regional Educational Laboratory Olympic Job Training Center, Port Angeles, WA Port Angeles School District, Port Angeles, WA Portland Public Schools, Portland, OR South Carolina Department of Education Southwestern Michigan College U.S. Department of Labor Washington State Board for Vocational Education Washington State Superintendent of Public Instruction

COLORS The 12 Competencies for each age-group section are color-coded for quick access. The color assignments by Competency:

1 -- Ivory 7 Gold 2 -- Orchid 8 -- Blue 3 Salmon 9 -- Buff 4 -- Canary 10 -- Pink 5 Green 11 -- Green Tint 6 Gray 12 -- Tan

DISCLAIMER While these activities are designed to fulfill the Competencies of the National Career Development Guidelines, they have not been reviewed,approved or endorsed by the National

4 Occupational Information Coordinating Committeeor the Washington State Occupational Information Coordinating Committee.

ERRATA If you discover content or typographicalerrors, please send a note to Anton Wishik.

FACILITATORS Many of the activities inthis manual were created or submitted by Careers Now!facilitators, each of whom completed three days of guidelines training. The facilitators:

Anne S. Allen Dennis Longmeier Sharon Bailey Val LoPresti Gary Beatty Diana Losch Jerry Bender Sheila Martin Barry Burnett Nancy Martin Lance Callin-Young Janet Marts Peter Cavanaugh Patrice Matland Teresa Clemmons Kayleen McConnachie Paul Coover Kathy McFadden Suzanne DeBey Arlene Morganroth Mary Lynne Derrington Douglas K. Moulton Dennis A. Duncan Prudence Nathan Dorothy Duncan Don Owens John Durandetta Carolyn P. Peacock Merle Eels Linda J. Pedlar Phyllis Elliot-Carey Murile Pender William Ellis Jean Petit Margaret S. Filkins Marge Pieratt Howard Fisher Marilyn Poise). Mike Frick Linda Robison Riena Gilbertson Caralee Rupprecht Tom Goetz Kathleen Schmidt Billie Grauberger Linda Sexton Thomas Gray Russell A. Smith Talisita Haas Gary D. Stocker Arcella Hall Linda Stocker Britt Hemphill Robin L. Sweeney Laura Hilzendeger Delores R. Wallace Mary Holden Judy Ware Samson O. Hoschar Jim Warner Diane R. Johnson Judi Wear Patrick Kane Robert J. Wienecke Wiley Kehrli Kristi Widsteen Karen King Bob Willicut Maria La Chester-Baker Anton Wishik Lois Larson Donna Withers Donald E. Leavitt Jack Wright Bernie Lenoue GROUPS Users will note a strong preference for group work, evenfor activities which seem designed for individuals. Without the use of a lot of outside reference material, manyof these activities rely on the knowledge base of the groupitself. Group members are asked to assist, confirm and question the results produced by individuals. This methodology enhances the chances for accuracy.

GUIDELINES -- WHERE DID THEY COME FROM? The National Career Development Guidelines were developed by a federal agency, the National Occupational Information Coordinating Committee, and are endorsed by the American Association for Counseling and Development, the American School Counselor Association, The American Vocational Association Guidance Division, The Association of Computer-Based Systeirts for Career Information, the Council of Chief State School Officers, the National Association of State Career Development/Guidance Supervisors, TheNationalAssociationofStateOccupational Information Coordinating Committees, and theNationalCareer Development Association. Thefirst version of the guidelineswas published and implemented in 1988, with a revised set in 1989.

INDEX FOR MASTERS The index at the beginning of the Masters section is designed so users can move from Master to Indicator,in addition to the more expected method of Indicator to Master. The index lists each master in numerical order, followed by the Competencies for which it is used and the title of the handout. This allows the user to peruse the masters, find one that seems appropriate, and discover what Indicators describe activities using that master.

INDICATOR FORMAT Each Indicator page lists at the top the age-group section (EL, MS, HS, A), the Competency,and the Indicator. That information is repeated in the page number in the middle of the bottom of each page. Each page includes: Title: A "headline" for the summary. Summary: A description of the activity. Handouts: A list of masters for the activity. Pre-PostQuestion: A questiontobe askedbeforeand after theactivity in orderto measure Competency achievement. SpecialMaterialsNeeded: Materials youneedforthis activity other than pen, pencil, paper, chalkboard and chalk.(Chalkboards are listed as special materials in the adult section.) Procedure: A step-by-step procedure forperforming the activity. 7 6 LANGUAGE -- APOLOGIES TO ALL ENGLISH TEACHERS The editor is well aware that plural pronouns -- they and e their -- are used in this manual to denote the singular. This grammatical faux pas was selected as preferable to using singular male pronouns (discriminatory) or "he/she" (awkward). Tha manual is written in a conversational style. Forgiveness is requested.

MASTERS Many of these masters may be used for activities of your own design. Creativity is encouraged.

ORDER -- IT HELPS TO GO IN ORDER Because the Indicators are cumulative, some activities require completion of activities for prior Indicators and Competencies. Prior activities are frequently mentioned in a "note" at the beginning of the "Procedure" section.

OTHER SECTIONS MAY HAVE ACTIVITIES FOR YOU, TOO! While the activities were selected for age-group levels, there are numerous activities in the other sections which could work for your client population. Checking the same competency in adjacent sections may reveal additional useful activities. The Indicators -- and thus the activities -- get more complex as the participant's age increases.

PAGE NUMBERING Pages are not numbered in the traditional way. In the first four sections -- the Competencies for the four age groups -- the page numbers reflect age group, Competency and Indicator. Thus, EL-III-5 means the Elementary Section, Competency III, Indicator 5. That way you always know where you are. In the last section, the activity masters are ordered 1-121, with letters added to show how many originals for each master. Thus, originals numbered 3-A, 3-B and 3-C are the three pages of master number 3. On the color-coded Indicator pages, that master would be listed by title followed by "(3 A-C)" under "Handouts." The rasters are not in any special order other than the order in which the editor discovered them.

PARENTS -- WHY THEY ARE SELDOM MENTIONED Very fewof theseactivities involveparents. This is intentional in recognition of today's family structure -- or lack of it. Many of the activities reviewed for this manual assumed two- parent households with at least one employed parent. They also assumed cooperative parents who are willing and able to help their childrenwith schoolwork and carear development activities. Unfortunately, those assumptions are not true in many households. If your group is more fortunate, involve parents, by all means. READING LEVEL Most of the activities assume that participants can read and write: There are a few elementary activities for non-readers. The career development needs of non-reading adults are beyond the scope of this manual.

RESOURCES -- NO ADDITIONAL RESOURCES REQUIRED This manual will seldom refer you to other resources in order to conduct an activity; most of the activities assume you have no additional resources besides the activity masters themselves. That's intentional; an activity that refers you to a resource you don't have is worthless. That is a limitation as well as a benefit, however. Many of you do have additional resources which could enhance many of these activities. The activities which do require additional resources are ones which seek local information about employers and career resources in your community. Most of these activities are in the adult section.

SPECIAL MATERIALS Pen, pencil and paper are not listed as special materials; it is assumed those are available. Crayons and other drawing materials are listed, however. For the first three sections Elementary, Middle School and High School it is assumed that chalkboards or marker boards are available.Those arelisted under Special Materials for the adult section, however,since more of those activities may be conducted outside of the school setting.

STEERING COMMITTEE Careers Now! is administered by a Steering Committee which has included Margaret Crawford, Mary Lynne Derrington, Frank Ducceschi, Dorothy Duncan, Billie Grauberger, Dennis Longmeier, Val LoPresti, Pat Matland, Paul McCarrell, Kayleen McConnachie, John Norton, John Pope, Sue Trump and Anton Wishik. Thank you!

TIME LIMITS FOR ACTIVITIES Most of the activities for Elementary, Middle School, and High School youth are designed to be completed in 40-50 minutes, though some may take longer. The adult activities are not so limited by time, assuming a more flexible schedule.

TRAINING Training for the facilitators was provided by Dr. Cal Crow, PhD, Program Coordinator for the Center for Career and Work-Related Education in Des Moines, WA. Dr. Crow also helped initiate the Port Angeles project and write the grant application.

8 9 Elementary School Student Career Competencies and indicators

Self-Knowledge

Knowledge of the importance of self-concept Ivory

Skills to interact with others Orchid

Awareness of the importance of growth and change Salmon

Educational and Occupational Exploration

IV: Awareness of the benefits of educational achievement Canary

V: Awareness of the relationship between work and learning Green

VI: Skills to understand and use career information Gray

VII: Awareness of the importance of personal responsibility and good work habits Gold

VIII: Awareness of how work relates to the needs and functions of society Blue

Career Planning

IX: Understanding how to make decisions Buff

X: Awareness of the interrelationship of life roles Pink

XI: Awareness of different occupations and changing male/female roles Green Tint

XII: Awareness of the career planning process Tan

10 ELEMENTARY SCHOOL STUDENT Competencies and Indicators

Self-Knowledge COMPETENCY I: Knowledge of the importance of self-concept. 1. Describe positive characteristics about selfas seen by self and others. 2. Identify how behaviors affect school and family situations. 3. Describe how behavior influences the feelings and actions of others. 4. Demonstrate a positive attitude about self. 5. Identify personal interests, abilities, strengths, and weaknesses. 6. Describe ways to meet personal needs through work.

COMPETENCY II: Skills to interact with others. 1. Identify how people are unique. 2. Demonstrate effective skills for interacting with others. 3. Demonstrate skills in resolving conflicts withpeers and adults. 4. Demonstrate group membership skills. 5. Identify sources and effects of peer pressure. 6. Demonstrate appropriate behaviors whenpeer pressures are contrary to one's beliefs. 7. Demonstrate awareness of different cultures, lifestyles, attitudes, and abilities.

COMPETENCY III: Awareness of the importance of growth and change. 1. Identify personal feelings. 2. Identify ways to express feelings. 3. Describe causes of stress. 4. Identify and select appropriate behaviors to deal with specific emotional situations. 5. Demonstrate healthy ways of dealing with conflicts,stress, and emotions in self and others. 6. Demonstrate knowledge of good health habits.

Educational and Occupational Exploration COMPETENCY IV: Awareness of the benefits of educational achievement. 1. Describe how academic skills can be used in the home and community. 2. Identify personal strengths and weaknesses in subjectareas. 3. Identify academic skills needed in several occupational groups. 4. Describe relationships among ability, effort and achievement. 5. Implement a plan of actionfor improving academic skills. 6. Describe school tasks thatare similar to skills essential for job success. 7. Describe how the amount ofeducation needed for different occupational levels varies. COMPETENCY V: Awareness of the relationship between work and learning. 1. Identify different types of work, both paid and unpaid. 2. Describe the importance of preparing for occupations. 3. Demonstrate an understanding of the importance of practice, effort, and learning. 4. Describe how current learning relates to work. 5. Describe how one's role as a student is like that of an adult worker.

COMPETENCY VI: Skills to understand and use career information. 1. Describe work of family members, school personnel, and community workers. 2. Identify occupations according to data, people and things. 3. Identify work activities of interest to the student. 4. Describe the relationship of beliefs, attitudes, interests, and abilities to occupations. 5. Describe jobs that are present in the local community. 6. Identify the working conditions of occupations (e.g., inside/outside, hazardous). 7. Describe ways in which selfemployment differs from working for others. 8. Describe how parents, relatives, adult friends, and neighbors can provide career information.

COMPETENCY VII: Awareness of the importance of personal responsibility and good work habits. 1. Describe the importance of personal qualities (e.g., dependability, promptness, getting along with other) to getting and keeping jobs. 2. Demonstrate positive ways of performing working activities. 3. Describe the importance of cooperation among workers to accomplish a task. 4. Demonstrate the ability to work with people who are different from oneself (e.g., race, age, gender). COMPETENCY VIII: Awareness of how work relates to the needs and functions of society. 1. Describe how work can satisfy personal needs. 2. Describe the products and services of local employers. 3. Describe ways in which work can help overcome social and economic problems.

Career Planning

COMPETENCY IXUnderstanding how to make decisions. 1. Describehow choices are made. 2. Describewhat can be learned from making mistakes. 3. Identifyand assess problems that interfere with attaining goals. 4.Identifystrategies used in solving problems. 5.Identifyalternatives in decisionmaking situations. 6.Describehow personal beliefs and attitudes effect decision making. 7.Describehow decisions affect self and others.

12 COMPETENCY X: Awareness of the interrelationship of life roles. 1. Describe the various roles an individualmay have (e.g., friend, student, worker, family member). 2. Describe work-related activities in the home, community and school. 3. Describe how family members depend on one another, work together and share responsibilities. 4. Describe how work roles complement family roles.

COMPETENCY XI: Awareness of different occupations and changing male/female roles. 1. Describe how work is important to all people. 2. Describe the changing life roles ofmen and women in work and family. 3. Describe how contributions of individuals both inside and outside the home are important.

COMPETENCY XII: Awareness of the career planningprocess. 1. Describe the importance of planning. 2. Describe skills needed ina variety of occupational groups. 3. Develop an individual career plan for the elementary school level.

1 ,) ELEMENTARY SCHOOL STUDENT Competencies and Indicators SELF-KNOWLEDGE

COMPETENCY I: Knowledge of the Importance of Self-Concept 1. Describe positive characteristics about self as seen by self and others. ACTIVITY ONE Tit..e: Good Things About Me

Grade: 3-6

Summary: Students help each other createa list of positive characteristics for each.

Handouts: None

Special Materials Needed:. None

Pre-Post Question: What's special about me?

Procedure: 1. Students individually try to make a list of at least 10 "good things" about themselves. These could be single words or phrases. Downplay physical attributes. Put these papers aside. 2. Class is divided into groups of three or four. Groups create a list of 10 for each group member.The person under discussion may listen but not participate in discussion. Positive characteristics only 3. Students get out their individual lists and discuss w2..h group how the two lists compare. 4. Entire class compiles master list. Students discuss how these characteristics could help at home, school or work. 5. Option: Ask a parent, friend, neighbor, teacher to write lists about student. Compare these four lists with original list. ACTIVITY TWO Title: I Am A Star

Grade: K-3

Summary: Students create a booklet of positive characteristics.

Handouts: I Am A Star (11 A-F)

Special Materials Needed: .2oloring materials

Pre-Post Question: What's special about me? Procedure: 1. Distribute I Am A Star booklet and have students draw the appropriate pictures. NOTE: It likely will take several sessions to complete all these drawings. 2. Have each student present booklet to the class. 3. Exhibit the booklets in the classroom. EL-I-1 EL SELF-KNOWLEDGE

COMPETENCY I: Knowledge of the Importance of Self-Concept 2. Identify how behaviors affect schooland family. situations.

Title: Family Persuasion

Summary: Students complete handout and thenrole-play schooland family situations where the behavior of someaffects others.

Handouts: Family Persuasion (106) Pre-Post Question: How does my behavioraffect others at school and at home?

Special Materials Needed: None

Procedure: 1. Distribute Family Persuasion handout and havestudents complete it, including original situations fromstudents. 2. Discuss the answers. 3. Havestudentsrole-playsomeof thesituations they invented or supply some of your own. Target thesituations for your grade level. Here are some examples:

One student has a ball on the playground.Another student wants the ball very much. A family is seated at the dinner table.The parents are talking. One of the children starts singing a song. The teacher is reading a story to the class. Twostudents decide to start talking about what they want to do onthe weekend. A family is getting in the car to gofor a ride. The children buckle up right away but the driver decidesnot to buckle up. 4. Let the students in the role-play react tothe situation. Then discuss it. Ask the rest of the class,"What could they have done differently?" "How would you havereacted?" 5. Do one or two role-plays you have selected.Then divide the class into small groups and have them eachinvent a school or family situation to act out in front of theothers.

1 5 EL-I-2 EL SELF-KNOWLEDGE COMPETENCY I: Knowledge of the Importance of Self-Concept 3. Describe how behavior influences the feelings and actions of others.

Title: Three Faces

Summary: Students respond to behavior with a happy, sador so-so face.

Handouts: Three Faces (104)

Pre-Post Question: Can my actions help someone else feel happy? Special Materials Needed: None

Procedure: 1.NOTE: With older elementary students,you may want to eliminate the faces. 2. Distribute the three faces soevery student has one of each. Ask them what the faces mean-- happy, sad, so-so. 3. Tell the students you are going to describea situation, and you want them to hold up one of the three faces, dependingon how they feel. 4. Invent some situations that apply toyour group. Have some be obvious and some not so obvious. Some examples:

Someone breaks one of your toys. Someone tells you that you are nice. Someone asks for your help. Your parents tell you to go clean your room. You try your best but lose a game. You come to school. Your family gets a new baby. Your brother or sister wins an award. You have a cheese sandwich for lunch.

5. State each example. See which facescome up. Each time, ask at least one student to explain their feeling: Why didyou hold up the happy face? Emphasize that different feelingsare okay. Ask students with different feelings to explain them. 6. For each example, also discuss actions. Afterstudents tell their feelings, ask, "So what couldyou do about this?" 7. Now ask students one at a time to standup and describe a behavior to the group. Ask the first studentto try to get the happy faces to go up by describing something the studentcould do. They sentence must start with "I." Example: "I bringa treat for everyone in the class." Ask several students to get the happy faces up, then ask several students to make a statement which would bring up the sad faces. 8. Now have students actually role-play situations, withone acting out a behavior and the other reacting with feelingsand/or actions. 9. Discuss how behavior influences feelings and actionsof others. EL-I-3 1 6 EL SELFKNOWLEDGE COMPETENCY I: Knowledge of the Importance ofSelf-Concept 4. Demonstrate a positiveattitude about self.

Title: Me Trees

Summary: Students create a positive"portrait" of themselves. Handouts: Me Tree (1) Special Materials Needed: None Pre-Post Question: What are my mostimportant skills or qualities?

Procedure: 1. In the six triangular segments,students draw a picture of six "successes" they haveaccomplished. 2. Students explain theirpictures in small groups, and groups help each student uncover theskills and qualities demonstrated by those successes. Those skills arelisted on a separate piece of paper. skills or 3. Studentsselect their four mostimportant qualities, and list those in the"root circles" at the bottom of the tree. 4. The trees are shared withthe class and displayed in the classroom. EL =F-KNOWLEDGE COMPETENCY I: Knowledge of the Importance of Self-Concept 5. Identify personal interests,abilities,strengths,and weaknesses.

ACTIVITY ONE Title: Coat of Arms

Handouts: Coat of Arms (13)

Summary: Students draw pictures of interest, abilities, strengths and weaknesses.

Special Materials Needed: Crayons or colored pencils or markers Pre-Post Question: What are my interests, abilities, strengths and weaknesses? Procedure: 1. Distribute the Coat of Arms. 2. Write the following six assignments on a board, and have students draw pictures in the corresponding segments. 1. Draw something you do well. 2. Draw your favorite place. 3. Draw you having the most fun you ever had. 4. Draw one person who means a lot to you. 5. Draw one thing you'd like to do better. 6. Write three words you like others to say about you. 3. Have each student present Coat of Arms to group. 4. Post them on a wall or bulletin board. ACTIVITY TWO Title: Mirror, Mirror Summary: Students articulate positive traits while looking in mirror.

Grade: K-2 Handouts: None

Pre-Post Question: What is special about me? Special Materials Needed: Hand mirror Procedure: 1. Seat students in circle. Have each student look into the mirror and repeat the verse:

Mirror, mirror in my hand, Tell me why I'm the best child in the land.

2. Child relates one reason why, thenpassrds the mirror to the next child. 3. OPTION: Have other children contribute reasons. EL SELF-KNOWLEDGE

COMPETENCY I: Knowledge of the Importance of Self-Concept 6. Describe ways to meet personal needsthrough work.

Title: Wants and Needs

Summary: Students create collages showing the work necessaryto fulfill a need.

Handouts: Wants and "_feeds(96 A-B) Pre-Post Question: What do I need and how can Iget it?

Special Materials Needed: Drawing materials,magazines, collage materials

Procedure: 1. Distribute the Wants and Needs handoutand have students complete just the first page. 2. Have students share their lists with theclass. Discuss wants versus needs, helping tie studentsclarify. 3. Have students completa the second page ofthe handout. 4. Share answers, noting that some may bedebatable. The standard answers are: WANTS: Doll, football, television, ice cream,candy, dog, bike, cookie, cat, pop. NEEDS: Milk, home, sleep, friends, coat, parents,school, shoes, clothes, water. DEBATABLE: Books. Also, in some parts of theworld, shoes and coats may not be needs. For someadults, school, milk and parents may not be needs. For some blind people, a dog may be aneed.

Other possible needs:Food, love, transportation, protection, health care. 5. Discuss how those needs get filled. Introducefilling the needs through work, both direct work that applies tothe need, and work which earns income used to fulfill the need. 6. Divide the class into small groups, with eachassigned a need. Have each small group brainstorm tho work thatboth children and adults could do to get that need fulfilled.Have them make a collage or mural of people doing work whid7,fulfills that need.

Example: Food. Mural shows people gardening and farming, harvesting, transporting food to market, shopping,preparing food, cooking it, serving it, eating it, cleaning up afterwards.

7. NOTE:This activity also applies to Competency VIII, Indicator 1. EL-I-6 19 ET, SELF-KNOWLEDGE COMPETENCY II: Skills to Interact With Others 1. Identify how people are unique.

Title: If I Were...

Summary: Students identify ways they are unique.

Handouts: If I Were... (33)

Special Materials Needed: None

Pre-Post Question: How am I unique?

Procedure: 1. Students separately complete If I Were... handout. 2. Each student reads list to class. 3. Students identify how they are alike and that each student's list is different.

:2 0

EL-II-1 EL SELF-KNOWLEDGE COMPETENCY II: Skills to Interact With Others 2. Demoastrate effective skills for interacting with others.

Title: Super 1.:ou

Summary: Each student lists positive characteristics of a classmate on handout.

Handouts: Super You (9) Special Materials Needed: Slips of paper with individual names PrePost Question: What positive characteristics can 1 list about others in this group?

Procedure: 1. Ask students to brainstorm positive characteristics (not pnvsical characteristics) about parents. Compile a master list on the board. 2. Distribute Super You handout. 3. Each student draws the name of a classmate and keeps it secret. Student lists on the Super You handout four positive comments about classmate, in sentence form: "You are..." 4. Each student reads Super You statement, and classmates try to guess who the description fits. Student then identifies who it was about, and that classmate's name is written on handout. 5. Post Super You sheets.

EL-II-2 EL SELF-KNOWLEDGE COMPETENCY II: Skills to Interact With Others 3. Demonstrate skills in resolving conflicts with peers and adults.

Title: Not Monster, Not Mouse

Handouts: Behaviors (101 A-C)

Summary: Students learn about assertive behavior and identify behaviors as assertive, non-assertive, or aggressive. Special Materials Needed: Drawing materials

Pre-Post Question: What is assertive behavior and why does it work?

Procedure: 1. Introduce the concept of aggressive behavior by asking for examples of when they or someone else used "Monster Behavior" (pushing, yelling, hitting, criticizing, intimidating) to get what they wanted. 2. Introduce the concept of non-assertive behavior by asking for examples of when they or someone else used "Mouse Behavior" (withdrawing, hiding, meekly going along, giving up). 3. Introduce the concept of assertive behavior asking for what you want or saying what you believe without hurting others. Discuss why it is most effective form of response. 4. Have them draw pictures of aggressive, non-assertive and assertive behavior Monster, Mouse and "Me" (intermediate animal of their own choosing). 5. Read several of the situations on the Behaviors handout. For each possible response, have students hold up their monster face, mouse face or me face. NOTE: With older elementary students, you may distribute the handout ancl have them complete it in small groups, marking the appropriate responses Monster, Mouse, and Me (or aggressive, non-aggressive, assertive). 6. Divide students into groups of four and have them role-play situations, with one student as the instigator and the other three as Monster, Mouse and Me. Role-play situations on handolt or try these:

* Your friend borrowed your bike and left it out in the rain. * You and your sister disagree about whose turn it is to do the dishes. * Your parents say you can't go over to a friend's house today.

7. NOTE: This activity also isused for Competency III, Indicator IV.

EL-II-3 7L SELF-KNOWLEDGE COMPETENCY II: Skills to Interact With Others 4. Demonstrate group membership skills.

Title: Which Person Bingo

Summary: Students collect information from others in the group, trying to find individuals who meet certain characteristics. Handouts: Which Person In This Class (7) People Bingo (43) Special Materials Needed: Crayons Pre-Post Question: How am I like others in this group?

Procedure 1. Distribute Which Person form or People Bingo form(for older students) and give students a few minutes to complete it by writing their name in every box that applies to them.(On the Which Person form, have them usecrayon and writeright over the picture.) 2. Explain they are playing a form of bingo, trying to find classmates who match each of the boxes. They do this by asking Dthers individually, and getting each match to sign the correct "bingo box." They can only use a classmate's name once. 3. This is an "all-over" bingo. A student calls out "Bingo" when they have a classmate's name in each box. 4. Have the first five bingo winners identify the names in each box. For People Bingo they also tell the information listed. 5. NOTE: It is conceivable, especially with a small group, that some of the boxes will go unfilled by anyone in the group. If this occurs, eliminate that box from the "all-over" requirement or allow individual names to be used a second time.

EL-II-4 EL SELF-KNOWLEDGE COMPETENCY II: Skills to Interact With Others 5. Identify sources and effects of peerpressure. Title: Peer Pressure Role Play

Summary: Students role-play peer pressure situations.

Handouts: Dear Abby (28) Special Materials Needed: None Pre-Post Question: What is peer pressure? Procedure: 1. Read the third letter on the Dear Abby handout.Ask students to explain what problem this student is facing not just whether to drink, but how to fit in. Where is thepressure coming from? Lead into a definition of peer andpeer pressure. 2. Discuss how this student feels and what thestudent might do what the effect of the peer pressure is. 3. Tell the class they are going to get to role-play different peer pressure situations. Divide the class into smallgroups and have them brainstorm situations to be presentedto other class members. Examples:

A new student comes to the school. You want to be friendly,but your friends tell you not to play with the new kid.

You like pickle8 and always bring one for lunch. Otherstudents in the class think pickles are funny and teaseyou about them.

You are a very good student and usually do wellon tests. Some of the other students want you to sneak them theanswers.

You find some money on the playground. You thinkyou might know who lost it. You start to take it into the office butyour friends say, "Finders keepers, losers weepers."

You are having fun playing with your friends outsidethe school. The bell rings. You start to go in butyour friends say, "Come on! Stay out here. The game's almost over."

4. Have each group present a situation toanother group to role-play how they would resolve it.

EL-II-5 EL SELF-KNOWLEDGE COMPETENCY II: Skills to InteractWith Others 6. Demonstrate appropriate behaviorswhen neer pressures are contrary to one's beliefs.

Title: Dear Abby

Handouts: Dear Abby (28)

Summary: Students answer Dear Abby questionsabout peer pressure, then role-play situations. Special Materials Needed: None Pre-Post Question: How can : deal with peerpressure?

Procedure: 1. Discuss dealina with peer pressure,particularly asit relates to alcohol use. 2iscss refusalskills ways say no: Say "no" and offer a reason. Say "no" and suggest an alternateactivity. Say "no" and leave.

2. Divide group into subgroups. Assign oneDear Abby letter to each group. Have them draft a response asif they were Abby. 3. Have subgroups read their letters.Discuss the suggestions how to deal with peer pressure. NOTE: With youngerchildren, you may read the letter to them andask for verbal suggestions of how to respond. 4. NOTE: The following activity is alsoused for the previous Indicator.Tell the class they are going to get torole-play different peer pressure situations. Divide theclass into small groups and have them brainstormsituations to be presented to other class members. Examples: A new student comes to the school. Youwant to be friendly, but your friends tell vou not to playwith the new kid.

You like pickles and always bring one forlunch. Other students in the class think pickles are funny and tease youabout them.

You are a very good student and usuallydo well _.1.1 tests. Some of the other students want you to sneak them the answers.

You find some money on the playground. Youthink you might know who lost it. You start to take it into the officebut your friends say, "Finders keepers, losers weepers." You are having fun playing with your friendsoutside the school. The bell rings. You start to go in but yourfriends say, "Come on! Stay out here. The game's almost over."

Other examples: Cigarettes, drugs,stealing, skipping school, swearing, clothes, hair styles. 5. Have each group present a situation toanother group to role-play how they would resolve it. EL-II-6 EL SELF-KNOWLEDGE COMPETENCY II: Skills to Interact With Others 7. Demonstrate awareness of different cultures, lifestyles, attitudes, and abilities.

Title: Labels

Summary: Students do a matching game attaching stereotypesto stereotypical information, then discuss why such labeling is improper.

Handouts: Labels (26) Special Materials Needed: None

Pre-Post Question: How do Ifeel about people who are different from me? Procedure: 1. Have students work in pairs. Distribute Labelshandout and have each pair complete matchinggame. Review answers with class. 2. Assign one item to each pair and have thembrainstorm why such assumptions are made and why those assumptionsmay be false. 3. Have each pair share their results with class. 4. Lead into a discussion of stereotyping by race, age, gender, etc. EL SELFKNOWLEDGE COMPETENCY III: Awarenessof theImportanceof Growth and Change 1. Identify personal *Thelings.

Title: I Get Angry When...

Summary: Students complete sentences to produce a list of feelings statements.

HandoutE: I Get Angry Wher... (40) Special Materials Needed: None

Pre-Post Question: What feelings do I have, and when io I feel them? Procedure: 1. Have students complete the twenty statements. 2. Divide class into groups and ask each studentto share one statement with the group.

EL-III-1 EL SELF-KNOWLEDGE COMPETENCY III: Awarenessof theImportanceof Growth and Change 2. Identify ways to express feelings.

Title: Toss a Feeling

Summary: Students make a special cube with feelings on it, toss the cube and express the feeling shown. Handouts: Toss a Feeling (105)

Pre-Post Question: How do I show my feelings? Special Materials Needed: None

Procedure: 1. Discuss feelings and how we show them, includingfacial expressions, body language, words, actions, etc. 2. Distribute Toss a Feeling handout and haveeach student make the cube. 3. Seat students in a circle. Have eachone toss their cube, then act out the feeling which is face-up. 4. Go around the circle a second time,making sure each student gets a different feeling than before. This timeask the student to tell about a time when the student felt that feeling, and describe or act out how the feelingwas expressed. EL SELF-KNOWLEDGE COMPETENCY III: Awarenessof theImportanceof Growth and Change 3. Describe causes of stress.

Title: Stress collage

Summary: Students create a collage of stress and its causes.

Handouts:None Pre-Post Question: What is stress and what causes it? Special Materials Needed: Drawing, collage materials

Procedure: 1. Announce to the class in an authoritarian tone,"Today we're going to have a big test. Clear off your desks and get ready!" Pause and note reactions, both verbal and physical. Then say in a more friendly tone, "No test today. I just said that to see how you would react to stress." 2. Ask students to quickly brainstorm how they acted, felt and thought immediately after the test announcement. Write the words on the board. 3. Help the students categorize the wordsinto physical symptoms, behaviors and feelings. Solicit other examples of when they had any of these symptoms: Physical symptoms Behaviors Feelings

Stomach ache Wiggle Angry Breathe faster Bite nails Sad Sweat Can't sleep Excited Heart pounds Eat less Scared Nausea Eat more Tense Go to the bathroom Talk less Embarrassed Headache, backache Talk more Nervous Grind teeth Daydream Overwhelmed Muscles jerk Can't concentrate Impatient Colds Turn aggressive Frustrated Allergies Withdraw Lonely Feel tired, weak Exaggerate Irritable Feel cold. Nightmares Depressed Clench jaw Don't care Bored Shake Crying Confused Dizzy Laughing Numb Stutter Jumpy Feel stupid

4. Divide class into small groups and have them brainstorm a list of possible causes of stress. Emphasize that situations which stress one person may not stress another -- all suggestions must be accepted. 5. Have each person in the group draw a picture of stress -- as creative and outlandish as possible. Have each group create a collage of all the pictures and the list of causes. 6. Have small groups share and post the collages. EL-III-3 400 EL SELF-KNOWLEDGE

COMPETENCY III: Awareness oftheImportanceofGrowth and Change 4. Identify and select appropriate behaviors to deal with specific emotional situations.

Title: Not Monster, Not Mouse Summary: Students learn about assertive behavior and identify behaviors as assertive, non-assertive, or aggressive. Handouts: Behaviors (101 A-C) Special Materials Needed: Drawing materials Pre-Post Question: What is assertive behavior and why does it work?

Procedure: 1. Introduce the concept of aggressive behavior by asking for examples of when they or someone else used "Monster Behavior" (pushing, yelling, hitting, criticizing, intimidating) to get what they wanted. 2 Introduce the concept of non-assertive behavior by asking for examples of when they or someone else used "Mouse Behavior" (withdrawing, hiding, meekly going along, giving up). 3. Introduce the concept of assertive behavior-- asking for what you want or saying what you believe without hurting others. Discuss why it is most effective form of response. 4. Have them draw pictures of aggressive, non-assertive and assertive behavior -- Monster, Mouse and "Me" (intermediate animal of their own choosing). 5. Read several of the situations on the Behaviors handout. For each possible response, have students hold up their monster face, mouse face or me face. NOTE: With older elementary students, you may distribute the handout and have them complete it in small groups. 5. Divide students into groups of four and have them role-play situations, with one student as the instigator and the other three as Monster, Mouse and Me. Role-play situations on handout or try these:

* Your friend borrowed your bike and left it out in the rain. * You and your sister disagree about whose turn it is to do the dishes. * Your parents say you can't go over to a friend's house today.

7. NOTE: This activity alsois used for Competency II, Indicator 3: Deronstrate skills in resolving conflicts withpeers and adults. 3 0

EL-III-4 EL SELF-KNOWLEDGE

COMPETENCY III: Awareness of theImportance of Growth and Change 5. Demonstrate healthy ways of dealing with conflicts, stress, and emotions in self and others.

Title: Relaxation

Summary: Students learn how to relax their bodies through guided exercises. Handouts: A Relaxation Training Script (70 A-B) Pre-Post Question: How do I relax? Special Materials Needed: None

Procedure: 1. Read the Relaxation Training Script, a word-for-word description of exercises for: hands and arms, arms and shoulders, shoulders and neck, jaw, face and nose, stomach, legs and feet. The exercises use visual imagery,including lemons,cats,turtles, hubblegum, flies, elephants, fences and mud puddles.

EL-III-5 EL SELF-KNOWLEDGE COMPETENCY III: Awareness of theImportanceof Growth and Change 6. Demonstrate knowledge of good Ilealth habits. Title: My Favorite Foods

Handouts: My Favorite Foods (8)

Summary: Students analyze their favorite foods byfood group.

Special Materials Needed: Coloring materials,magazines (optional) Pre-Post Question: What are the four foodgroups and why is it important to have a balanced diet? Procedure: 1. Distribute the. My Favorite Foodshandout. 2. Discuss the four foodgroups, and let the class generate examples of each. Compilea master list. 3. Have students draw pictures of their favoritefoods. Alternative: Cut pictures out of magazines. 4. Have students share their pictures. 5. Discuss the importance ofa balanced diet. 6. Post the pictures.

32 EL-III-6 EL EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY IV: Awareness of the Benefits of Educational Achievement 1. Describe how academic skills can be used in the homeand community.

Title: School in the World

Summary: Students complete an exercise describing academic skills they use in common activities. Handouts: School in the World (55)

Pre-Post Question: Howdo school subjects .help meoutsideof school?

Special Materials Needed: None

Procedure: 1. Start a discussion: Why go to school? Have theclass brainstorm ideas, and write them on the board. 2. Divide the class into small groups. Distributethe School in the World handout. Tell them theymay be asked to defend their selections of academic subjects frr the various activitieslisted. 3. Have the groups share their results with theclass. Ask some to explain why they listed social studies, math, art, etc. 4. Have the small groups meet again and select theirown activities on the blank lines, then list the subjectswhich apply. 5. Have small groups share their unique activitiesand the subjects which relate to them.

0,5 EL-IV-1 EL EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY IV: Awareness of the Benefits of Educational Achievement 2. Identify personal strengths and weaknessesin subject areas.

Title: Me in School

Summary: Students analyze their school performance,subject by subject.

Grade: 3-6 (May not be possible to do this indicator with young children.) Handouts: Me In School (73)

Pre-Post Question: What are my strengths and weaknesses in school? Special Materials Needed: This activity could be augmented with specific educational records for each student.

Procedure: 1. Brainstorm a list of school subjects ontheboard, including all subjects any students in the class are currently taking or took during the previous semester or schoolyear. 2. Distribute Me in School handout. Have students list all current subjects and any other subjects they have taken in previous semester or year. Have them complete next three columns: most recent grade, grade I could achieve, reasons for not reachingmy potential. For students who achieved the highest possible grade, have them list "Things I Still Could Learn" in the last column. 3. Divide classintosmallgroups. Have them shareand brainstorm ideas for the last column. Have students add to last column as they get ideas from classmates. 4. NOTE: Plan of Action at the bottom of the handout applies to Indicator 4 for this competency.

3.1

EL-IV-2 EL EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY IV: Awareness of the Benefits of Educational Achievement 3. Identify academic skills needed in several occupational groups.

Title: School Subjects & Occupations

Summary: Students fill out a graphic that ties a career to various school subjects.

Handouts: Wheels (37-A) Occupational Clusters (42 A-J) Pre-Post Question: What school subjects are needed for different careers? Special Materials Needed: None

Procedure: 1. Brainstorm a list of school subjects ontheboard, including all subjects any students in the class are currently taking or took during the previous semester or schoolyear. 2. In an adjacent list,brainstorm a list of careers the students are interested in. 3. Pick a career and ask students,"What subjects on the school list could help you learn this career?" 4. Distribute the Wheels handout. Either individuallyor in small groups, have students select a career and write it in the middle circle, then in the outer circle list up to eight school subjects which could help in that career. You could also have them list their grade in that subject. It is okay to leavesome of the eight sections blank. 5. Have students share their careers and subject lists. 6. Now have students rank the subjects they listed, with 1 being the most important. 7. Now group the students by No.1 subject. All who listed English first get together, all whJ listed math first, all who listed art first, etc. Have each group recite theircareers, and discuss why they listed that subject first. 8. Distribute the appropriate Occupational Cluster to each group so they can see all the other careers connected to the school subject they listed. NOTE: Handout Math: Who Needs It (22 A-B) also could be used here.

33 EL EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY IV: Awareness of the Benefits of Educational Achievement 4. Describe relationships among ability, effort and achievement.

Title: Ability and Effort

Summary: One team of students tries to color pictures with reduced ability, the other with reduced effort; then they try to guess the reasons for the other's poor work. Handouts: None Pre-Post Question: How do I do my best? Special Materials Needed: Drawing materials

Procedure: 1. Distribute one of the masters that could be colored: Check master 5(A-H), It Might Have Been, or 54(A-J), Exploring Your Community. 2. Tell students they are going to color today, except their will be some special rules. Divide the class in half and giveeach section secret instructions (so the other class can't hear). Tell one half they will have to color with their eyes closed, but they are not to let the other half see what they are doing. Tell the other half they are to do as sloppy a job as possible, but not let the other half know what they are doing. 3. Position the groups so they have their backs to each other, and have them complete the drawings. Then have the groups exchange drawings. Each group is to meet and try to answer the question, "Why are these drawings so messy?" This is a team competition to try to find out why. 4. Bring the class together. Each student gets to askone student in the other class a yes-or-no question. Example: "Wasyour drawing messy because you held the crayons with your toes?" The person questioned may only answer yes or no. See if one team can guess the other team's reason. 5. Discuss the reasons. One team lacked ability (sight). The other team lacked effort. Both are needed for achievement. 6. Provide students F'other handout and let them make bestuse of all their abilities. Post the drawings under three headings: Reduced Ability, Reduced Effort, Ability and Effort.

EL-IV-4 EL EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY IV: Awareness of the Benefits of Educational Achievement 5. Implement a plan of action for improving academic skills.

Title: Me in School

Summary: Students analyze their school performance,subject by subject, then complete a plan of action.

Grade: 3-6 (May not be possible to do this indicatorwith young children.)

Handouts:Me In School (73)

Pre-Post Question: What are my strengths and weaknesses in school? Special Materials Needed: This activity could be augmented with specific educational records for each student. Procedure: 1. NOTE: Thebeginning of thisexercise mayhave been completed as part of Indicator 2, two pages previous. If so, skip to procedure step 5. 2. Brainstorm a listof school subjects on theboard, including all subjects any students in the class are currently taking or took during the previous semester or school year. 3. Distribute Me in School handout. Have students list all current subjects and any other subjects they have taken in previous semester or year. Have them complete next three columns: most recent grade, grade I could achieve, reasons for not reaching my potential. For students who achieved the highest possible grade, have them list "Things I Still Could Learn" in the last column. 4. Divide classintosmallgroups.Have them share and brainstorm ideas for the last column. Have students add to last column as they get ideas from classmates. 5. Have each student tell the small group the subject areas where improvement is sought. The group helps each student answer the Plan of Action questions.

EL-IV-5. EL EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY IV: Awareness of the Benefits of Educational Achievement 6. Describe school tasks that are similar to skills essential for job success.

Title: Career Wheel

Summary: Students will compare tasks they in school with tasks they would do in a career. Handouts: Wheels (37-A)

Pre-Post Question: What are some things Ido in school which I also might do on the job? Special Materials Needed: None Procedure: 1. Discuss in general what people do on the job,seeking examples from class. Ask which of those things alsoare done in school 2. Distribute blank Wheels handouts, two for eachstudent. On one they write a career they like in the middle circle. They then try to list at least 8 things they would do in that job.Use the counselor/teacher Wheel as an example (16 tasks, skillsand qualities listed). 3. On the other blank Wheel, students write the word"student" in the middle circle and come up with at least 8 thingsthey do as a student. 4. Have them compare the two Wheels and look for sharedtasks, skills and qualities. Have them add any informationfrom one which also could apply to the other. 5. Post the Wheels.

EL-W-6 EL EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY IV: Awareness of the Benefits of Educational Achievement 7. Describe how the amount of education needed for different occupational levels varies.

Title: Education/Training Choices

Summary: Students interview an adult to see what type of training is needed for the adult's career. Handouts:What Are My Education/Training Choices !102) Job Training After High School 181-A) Career Chart (87 B-J) Pre-Post Question: What kind of school doI need for different careers? Special Materials Needed: Adults available to be interviewed.

Procedure: 1. Ask students to identify the amount of education they need to be in the next grade. Example: If you want to be a first-grader, what do you have to do in school first? Answer: Finish kindergarten.Then go to the next ley?:If you want to be a second-grader, what do you have to do first? Finish first grade. Let them see education as a step process. 2. Now ask them when school stops. To each level mentioned (high school, college, etc.) respond "It depends." Ask them what it depends on. Ask volunteers to identify a career, and ask, "How much school do you need?" Emphasize that the answers vary based on the career identified. 3. Distribute the handout,What Are My Education/Training Choices. Review it, showing that there are numerous pathways. You may also use the Job Training After High School handout. 4. Send the students around the school, with each to collect information from one adult. The questions: What is your career? What kind of education or training did you get for this career? 5. Have the students share. List each type of education/training on the board, then list the careers under it. Note thatsome people inthe samecareer might have gotten different types of education/training. 6. For reference or with older students, refer to the Career Chart (87 B-J) which lists type of training required in columns 29 and 30.

EL-IV-7 EL EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY V: Awareness of the Relationship Between Work and Learning 1. Identify different types of work, both paid and unpaid.

Title: Career ABC's

Summary: Students list a career, chore or hobby for each letter of the alphabet.

Handouts: Career ABC's (34)

Special Materials Needed: None Pre-Post Question: What are some careers, chores and hobbies? Procedure: 1. Divide group into partners. Tell them this is a timed contest. 2. Have each group try to list a career, chore or hobby -or every letter of the alphabet. 3.Go through the alphabet with the entire group,sharing answers. 4. Create a master list and post it. 5. Stuck? Xylophone, zoology.

,; 0 EL EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY V: Awareness of the Relationship Between Work and Learning 2. Describe the importance of preparing for occupations. Title: Preparing for Careers

Summary: Students list tasks for careers and discuss the need for preparation and how they are preparing now.

Handouts: Exploring Your Community (54)

Pre-Post Question: How do workers know how to do their jobs? Special Materials Needed: Drawing materials Procedure: 1. Select an occupation -- firefighter would be a good one. Hold up the firefighter picture from Exploring Your Community. (54- I) 2. Ask class to tell you what that worker does. Have them be specific. Write answers on the board. Examples: Hold the hose and shoot water at the fire; climb a ladder and rescue people; CPR; drive a fire truck; get dressed quickly; investigate how a fire started; write reports; hook up the hose to the fire hydrant. 3. Pick one of the items and ask class what would happen if that worker didn't know how to do that activity. Do that with several items. 4. Now ask students where and how the firefighter learned these skills and activities. Discuss the need for preparation for various careers, and types of schooling. Trace some of the skills and activities back to your class -- getting dressed quickly, writing reports, climbing, investigating. Mark those on the board. 5. Divide t7.e class into small groups. Give each groupa picture from the Exploring Your Community series. Have each group come up with three things they are learning right now which could help them in that career. Have them write the items on the picture, and have younger groups color the pictures. 6. Have small groups share. Post the pictures. EL EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY V: Awareness of the Relationship Between Work and Learning 3. Demonstrate an understanding of the importance of practice, effort, and learning.

Title: Practice, Practice, Practice

Summary: Studentsplaycatch with their opposite hand, and practice until they have improved. Handouts: None

Pre-Post Question: What is the value of practice? Special Materials Needed: Balls to play catch with Procedure: 1. NOTE: Select balls safe for grade level as there may be some wild throws. For very young children who have not learned how to throw, you may have them color with the opposite hand instead. 2. Put students in pairs and tell them they are going to play catch today, except there is a special rule: They must throw with their opposite hand. Have each pair make 10 throws (five each), counting how many are caught. 3. Stop the game and ask for their thoughts and feelings. Discuss why the throwing was difficult partially due to ability (natural handedness) but also due to lack of practice. 4. Have all the pairs try again, trying to beat their previous record of the number caught. Allow the group to keep going until everyone has beaten their record. 5. Discuss the value of practice in addition to ability and effort. Discuss making mistakes as a part of practice-- toddlers learn to walk by trying and falling, then trying again.

4 2 EL-V-3 EL EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY V: Awareness of the Relationship Between Work and Learning 4. Describe how current learning relates to work.

Title: Learning and Work

Summary: Students brainstorm lists of tasks for learning and for careers, then compare them.

Handouts: None

Pre-Post Question: How is school like work? Special Materials Needed: None

Procedure: 1. Brainstorm on the board a list of specific tasks and activities done in the classroom. Reading, writing reports, adding, following directions, -working as part of a team,showing up on time, cleaning up, drawing, etc. 2. Now select a career most students will be familiar with-- teacher or police officer, possibly. Brainstorm a list of tasks and activities for that career; write the list next to your list of school activities. 3. Now compare the two lists. Draw lines between tasks and activities which appear on both lists. See if items fromone list could be added to the other. Note how many activities are shared-- both the teacher and police officer do all of the things listen in step 1.(Yes, police officers do draw in order to show the geometry of accident scenes.) 4. Now divide class into small groups and have each brainstorm a different career. 5. Share with the class.

43 EL EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY V: Awareness of the Relationship Between Work and Learning 5. Describe how one's role as a student is like that of an adult worker.

Title: My Resume

Summary: Students develop a resume listing the skills needed for their grade level.

Handouts: My Resume (94) Special Materials Needed: None Pre-Post Question: What skills do I need to be in my grade?

Procedure: 1. Lead group discussion about skills needed for current grade level. What qualifies you to be in this grade? What skills do you bring to this "job"? What skills are you learning as part of this "job"? 2. Distribute My Resume handout. 3. Have students complete individual resume showing their skills and qualifications. 4. Post resumes. EL EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY VI: Skills to Understand and Use Career Information 1. Describe work of family members,school personnel, and community workers,

Title: Family Job Tree

Summary: Students see the work history of their family.

Handouts: Family Job Tree (10)

Pre-Post Question: In what ways does my family history of jobs/careers affect my career choices? Special Materials Needed: None

EL-VI-1 EL EDUCATIONAL AND OCCUPATIONALEXPLORATION COMPETENCY VI: Skills toUnderstand and Use Career Information 2. Identify occupationsaccording to data, people anthings.

Title: It Might Have Been

Summary: Students categorize severaloccupations by data-people- things, using humorous handouts ofwhat "might have been." Handouts: It Might Have Been (5A-H)

Pre-Post Question: What is the data-people-things methodof grouping careers?

Special Materials Needed: Coloring materials, writing board

Procedure: 1. Discuss the division of careersby their primary function: workingwith data (information), people, or things (tools, equipment, machinery, objects). 2. List data-people-things onboard and ask for examples of careers in each. Discussthat Some careers may share two (or even all three) categories. Remindstudents they are looking for the primary category. (Salespeople work with things and data but primarily with people. Computer operatorswork with things and people but primarily with data.Mechanics work with people and data but primarily with things.) 3. Divide class into groups andprovide one handout set to each group. Each group's taskis to examine each picture and answer two questions: Is the personpictured primarily working with data, people or things? What category wouldthis person rather be working with? 4. Have groups share theirjudgments. Discuss differences. The recommended answers are: ANSWERS Waiter-Archeologist Model-Computers Mechanic-Actor (People-Data) (People-Data) (Things-People) Teacher-Forest Ranger Actress-Astronaut Actor-Mechanic (People-Data) (People-Data) (People-Things) Tennis player-Sheep farmer Astronaut-"People Person" (Things-Things) (Data-People) 5. Have each group member color twoof the pictures, thinking and talking with other groupmembers about whether they would prefer to work with data, people orthings. 6. Ask each student to identifythemselves as a Data Person, People Person or Things Person.Arrange the class into those three groups and have thembrainstorm as many careers as possible for their group.

EL-VI-2 46 EL EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY VI: Skills to Understand and Use Career Information 3. Identify work activities of interest to the student. Title: Hobby-Career Match

Summary: Students will learn about work activities of interest to them by matching hobbies with careers.

Handouts: Hobby-Career Match (18) Pre-Post Question: What kind of work might I like to do? Special Materials Needed: None

Procedure: 1. Discuss hobbies and how they are work activities and do help develop job skills. 2. Distribute Hobby-Career Match handout and havestudents complete it. Review matches:

Writing stories--Author Carpentry--Builder Singing--Recording Artist Arts & Crafts--Card Designer Collecting stamps--Postal Worker Gardening--Tree Nursery Worker Playing golf--Pro Shop Owner Animals--Veterinarian Cooking--Nutritionist Children--Teacher Sewing--Sewing Center Instructor Dancing--Choreographer Boating--Dock Attendant Collecting Insects--Naturalist

3. Have students discuss the work activities thatoccur in the hobby and the career. Show how they are much thesame. 4. Divide students into small groups.Have each student identify two hobbies. Have groups help each studentbrainstorm careers connected to each hobby. 5. Make a master list of student names, hobbies andcareers. Post it in the classroom.

EL-VI-3 EL EDUCATIONAL AND OCCUPATIONALEXPLORATION COMPETENCY VI: Skills toUnderstand and Use Career Information 4. Describe the relationshipof beliefs, attitudes, interests, and abilities to occupations.

Title: Interests, Abilities andOccupations and complete a handout Summary: Students review their own resume connecting their interests andabilities to a career.

Handouts: It Might Have Been(5-D) My Resume (94) Super You (9) Pre-Post Question: How areinterests and abilities connected to careers?

Special Materials Needed: None

Procedure: 1. Hold up the It Might HaveBeen handout of the teacher (5- D). Ask the students thefollowing questions: What is this person doing? What would this person ratherbe doing? What is this person's attitude? What does this person like? Does this person like kids? Is this person a goodteacher? Why not?

2. Discuss how interests,abilities and attitudes relate to careers. The teacheris not interested in children,has little ability with children, and has abad attitude! 3. Distribute My Resume handoutand have students complete it if they haven't already. 4. Distribute Super You handout.Have students write a career on the top line andthen fill the next four lineswith interests and abilities they have whichrelate to that career. 5. Have students share Super Yousheets. Post them.

EL-VI-4 EL EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY VI: Skills to Understand and Use Career Information 5. Describe jobs that are present in the local community. ACTIVITY ONE Title: Exploring Your Community

Grade: K-2

Summary: Students color pictures of government servicesoffered in communities. Handouts: Exploring Your Community (54 A-J) Pre-Post Question: What does government do? Special Materials Needed: Coloring materials

Procedure: 1. Distribute the handout Exploring Your Community. Have each student color one or more drawings. 2. Discuss what those services are what the workers do. 3. Brainstorm other jobs in the local community. 4. Have each student create an original picture of a job not included in this set. 5. Post all the pictures.

ACTIVITY TWO Title: Our Community Workers

Grade: 3-6

Summary: Students doa matching game tolearn the tasksof different community workers, agencies, businesses and institutions.

Handouts: Our Community Workers (17)

Pre-Post Question: What do workers in our community do? Special Materials Needed: None

Procedure: 1. Distribute the Our Community Workers handout and have each student complete the matching game. 2. Have students share answers (not included here-- self- explanatory). 3. Divide class into groups and have students brainstorm other jobs, businesses and agencies available in the local community. 4. Have groups share and produce a master list. 5. NOTE: This activity also is used for Competency VIII, Indicator 2.

EL-VI-54 EL EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY VI: Skills to Understand and Use Career Information 6. Identify the working conditions of occupations (e.g., inside/outside, hazardous).

Title: Working Conditions

Summary: Students learn about working conditions and record the working conditions of adults at the school.

Handouts:Working Conditions (100) Exploring Your Community (54-I)

Pre-Post Question: Whatare the working conditionsofseveral occupations? Special Materials Needed: Adults to be observed and interviewed.

Procedure: 1. Hold up the firefighter picture from the Exploring Your Community handout (54-I). Ask students where this person works, seeking an answer of outdoors. 2. Ask students to identify other workers who work outdoors. 3. Discuss the location of work as a working condition. 4. Distribute the Working Conditions handout and discuss the various working conditions. There is room to add two if you choose. 5. Divide class into partners. They are to go around the school, identifying a career for three columns on the chart and then putting checkmarks for all working conditions which apply. NOTE: An alternative would be for each student to interview one adult. 6. Have partners each identify a career and write those career name in the remaining two columns of the chart. Have the partners try to answer the working conditions questions for the careers they have identified. 7. Have students stare their charts. Post them.

EL-VI-6 EL EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY VI: Skills to Understand and Use Career Information 7. Describe ways in which self-employment differs from working for others.

Title: My Own Business

Summary: Students produce a list of skills they coulduse in running their own business. Handouts: None

Pre-Post Question: What's special about owning myown business? Special Materials Needed: Play money; also magazinesto cut up, with enough titles so everyone in the class has a different title. Procedure: 1. Discuss self-employment. Ask if anyone in the classhas ever been self-employed or has a family member who has been. What about babysitting,yard work,delivering newspapers,shoveling snow, cutting firewood, lemonade stands? 2. Ask who in the class knows an adult whoowns a business. Make a list. Ask where students go to shop, andcome up with some examples of locally-owned businesses. 3. Discuss what is different about self-employmentversus working for others. Brainstorm a list on the blackboard: Independent, no supervisor, set own hours, find workyourself, no benefits, total responsibility, overhead. 4. Tell students they are going to get the chanceto be self- employed. Divide up a stack of magazinesso each student has a different title. The pages are the "product" they haveto sell. 5. The object of the game is for each student to windup with one page from each magazine, that is,a page from each student. They may not barter, but must purchase and sell. Theycan set any price they choose for t-leir pages. 6. Start the game. Encourage students to sell and alsoto buy. They must keep track of the magazines they purchase;if the magazine title is not on the page they buy, they must writeit on. When a student has all titles, they must notifyyou but should keep on playing and selling. 7. Keep the game going until most students haveall titles. Stop the game and discuss what it was like to beself-employed. What did they have to worry about? (Inventory, sales price, purchasing, cash flow, communications, record-keeping,etc.) Did anyone wind up losing all their money? Or selling out their magazine and not keeping a page for themselves? Discussthe added responsibilities and added rewards of self-employment.

EL-VI-7 EL EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY VI: Skills to Understand and Use CareerInformation 8. Describehowparents, relatives, adult friends, and neighbors can provide career information.

Title: Parents and Friends

Summary: Students draw pictures of an adult working on the job, then asks that adult several key questions about the adult's career.

Handouts: My (99) Career Interview (98 A-D) Pre-Post Question: What adults do I know who could tell me about careers? Special Materials Needed: Drawing materials, adults to interview.

Procedure: 1. Have students draw a picture of an adult they know, working on the job. This adult could be a parent,relative, adult friend or neighbor. 2. Have students share pictures and identify adults. 3. Emphasizehowmany careers are represented. Discuss opportunity to get more information from these people. 4. Distribute My handout. Have students interview the person they drew a picture of, or anotheradult. NOTE: For older students, distribute the Career Interview handout,(four pages of questions). 5. Have students share information.

EL-VI-8 EL EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY VII: Awareness of the Importance of Personal Responsibility and Good Work Habits 1. Describe the importanceof personal qualities (e.g., dependability, promptness, gettingalong with other) to getting and keeping jobs.

Title: Blue Ribbon Qualities

Summary: Students color and wear a ribbon listing some of their worker qualities.

Handout:,%: Blue Ribbon Worker (23) Work Rating Scale (61) Skills Checklist (82 A-D) Pre-Post Question: What personal qualities do I need to be a good worker?

Special Materials Needed: Coloring materials, scissors

Procedure: 1. Discuss the qualities of a Blue Ribbon Worker. Emphasize that these qualities help one succeed as a student or an employee. Compile a master list of Blue Ribbon Qualities. See Work Rating Scale (61) and Skills Checklist (82 A-D) for ideas. 2. Distribute the Blue Ribbon handout. Have each student list their name and several qualitiesin the blank circle of the handout. 3. Have the students color the Blue Ribbon, cut it out and wear it for a day. 4. Post the Blue Ribbons in the classroom.

EL -VII -1 EL EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY VII: Awareness of the Importance of Personal Responsibility and Good Work Habits 2. Demonstrate positive ways of performing workingactivities.

Title: Rhistle While You Work

Summary: Students role-play skits in which they do workactivities positively and negatively.

Handouts: What Can I Do? (15) Work Rating Scale (61) Pre-Post Question: How do I do my work in a positive way?

Special Materials Needed: None

Procedure: 1. Be whistling while students come in to class. Be very happy and outgoing, and keep whistling until someone remarks on it. Ask them what they think it means, to whistle while working. Discuss having a positive attitude about work, and the three parts to being a good worker: Quality work Done on time With a smile 2. Brainstorm work activities that students do at home chores. Check What Can I do? handout (15) for ideas. 3. Divide class into groups of four and assign each a chore. Have them design two skits one in which the chore is done in a positive way, the other in a negative way. Have them role-play a child and a parent in each skit (four students total), with the parent responding to the positive or negative way the work activity is done. 4. Have students perform the skits. 5. Again discuss positive ways of performing work activities. Check Work Rating Scale handout (61) for a list of qualities other than "quality work done on time with a smile."

ICL -V/I -2 EL EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY VII: Awareness of the Importance of Personal Responsibility and Good Work Habits 3. Describe the importance of cooperation amongworkers to accomplish a task.

Title: Popcorn's A Poppin'

Summary: Students make and sell popcorn toother classes, learning about being part of a cooperativework team.

Handouts: None Pre-Post Question: Why is teamwork soimportant in the workplace?

Special Materials Needed: Popcorn ingredients, popcorn popper, small bags, large bowl, change

Procedure: 1. Set this up in advance with other classes, sothey know that your group will be selling popcorn on acertain day. 2. Tell your class they are going to work as a teamto run a popcorn factory for a day. Havespecial materials on hand -- get volunteers to bring them. 3. Solicit ideas of what it will take to sell popcornat school for a day. Talk about all the jobsinvolved. On the board, make a list of duties and who will do them.Examples:

Advertising & Sales--Posters around school, visitother classrooms to solicit popcorn orders. Popcorn Poppers -- Workers to run themachine. Butterers -- Apply the butter. Salters -- Apply the salt. Baggers -- Put the buttered popcorn in bags. Pricers -- Apply the price to the bag. Salespeople and/or Deliverers -- Staff the popcorn"store" and/or deliver the popcorn. Cashier -- In charge of receiving and countingall money and keeping track of change. Manager -- Supervisor of entire operation.

4. Help group divide up duties and plan operation. Setprices. Discuss goals -- how profit may be spent. 5. Conduct sale. 6. Evaluate sale,emphasizing need fcr cooperative effort among all facets of group. Evaluateproject 'xi light of goals. 7. Enjoy profits.

EL -VII -3 EL EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY VII: Awareness of the Importance of Personal Responsibility and Good Work Habits 4. Demonstrate the ability to work with people who are different from oneself (e.g., race, age, gender).

Title: Blind, Speechless & Paralyzed

Summary: Students play a sensory deprivation game in which they must be tolerant and flexible of differences.

Handouts: Blind, Speechless & Paralyzed (75)

Pre-Post Question: How do I work with people different from me?

Special Materials Needed: Blindfolds for 1/3 of group

Procedure: 1. Divide the class into groups of three. Have them count off so each person has a number (1,2 or 3). Tell them to note who their partners are. NOTE: If necessary, have one or two groups of four. In these groups, have two No. l's. 2. Inform the class that each will suffer a sensory loss. All of the l's will be blindfolded. All of the 2's will lose the ability to speak. All of the 3's will be paralyzed. 3. Divide the room into those three groups. Provide secret instructions to each (full instructions are on handout):

The goal for all blind l's is to find their speechless partner 2. The goal for all speechless 2's is to have every blind 1 but their partner 1 shake hands with their paralyzed partner 3. The goal for all paralyzed 3'sis to keep their blind 1and speechless 2 apart. 4. Blindfold all the l's. Have their partner 3's move them about the room so they lose orientation. 5. Have 3's take random seats and become paralyzed. 6. Announce that the game has begun. Let it continue until several l's and/or 2's have reached their goal. 7. End the game. Allow the l's to remove blindfolds. Have partners discuss in their groups what goals they accomplished, what goals they did not, why not, and how they felt. 8. Leadclass discussion about whatoccurred andhow participants felt. A for ways in which each number partner had to be tolerant and flexible of differences. Discuss race, age, gender, and the need to be able to work with people different from oneself.

EL -VII -4 EL EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY VIII: Awareness of How Work Relates to the Needs and Functions of Society 1. Describe how work can satisfy personal needs.

Title: Wants and Needs

Summary: Students create collages showing the work necessary t fulfill a need.

Handouts: Wants and Needs (96 A-B)

Pre-Post Question: What do I need and how can I get it? Special Materials Needed: Drawing materials, magazines, collage materials

WANTS: Doll, football, television, ice cream,candy,dog, bike, cookie, cat, pop.

NEEDS: Milk, home, sleep, friends, coat, parents, school, shoes, clothes, water.

DEBATABLE: Books. Also, in some parts of the world, shoes and coats may not be needs. For some adults, school, milk and parents may not be needs. For some blind people, a dog may be a need.

Other possible needs: Food, love, transportation, protection, health care.

5. Discuss how those needs get filled. Introduce filling the needs through work, both direct work that applies to the need, and work which earns income used to fulfill the need. 6. Divide the class into small groups, with each assigned a need. Have each small group brainstorm the work that both children and adults could do to get that need fulfilled. Have them make a collage or mural of people doing work which fulfills that need.

Example: Food. Collage shows people gardening and farming, harvesting, transporting food to market, shopping, preparing food, cooking it, serving it, eating it, cleaning up afterwards.

7. NOTE: This activity also applies to Competecy I, Indicator 7. EL -VIII -1 EL EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY VIII: Awareness of How Work Relates to the Needs and Functions of Society 2. Describe the products and services of local employers.

Title: Our Community Workers

Summary: Studentsdoa matching gameto learn theservices provided by community workers, agencies, businesses and institutions.

Handouts: Our Community Workers (17) Pre-Post Question: What do workers in our communty do?

Special Materials Needed: None

Procedure: 1. Distribute the Our Community Workers handout and have each student complete the matching game. 2. Have students share answers (riot included here--self- explanatory). 3. Divide class into groups and have students brainstorm other jobs, businesses and agencies available in the local community. 4. Have groups share and produce a master list of services. 5. To address products:Have students brainstorm all the things their family buys on a shopping trip. Make a master list on the board. 6. Discuss special products and services provided in your community which may not be readily available elsewhere. Discuss products and services missing from your local community. 7. NOTE: This activity alsois used for Competency VI, Indicator 5.

EL-VIII-253 EL EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY VIII: Awareness of How Work Relates to the Needs and Functions of Society 3. Describe ways in which work can help overcame social and economic problems.

Title: Ball of String

Summary: Students select occupations and then pass a ball of string from student to student to show the interconnectedness of careers and the value of work.

Handouts: None Pre-Post Question: How does work help society? Special Materials Needed: Ball of string, name tag materials

Procedure: 1. Have each student select a career, making sure there is no duplication and also a good cross-section. 2. Have each student make a name tag listing the career chosen. 3. Arrange the students in a circle. Hand the string to any student; have them hold the end of the string and describe what they do in their career. 4. When the student is finished, ask, "Who might make use of this career?" Select any student who raises hand, and ask, "How would you make use of this career?" If student answers appropriately, the ball of string is unrolled and passed to that student,with the first student still holding the end of the string. 5. The second student now describes what is done in their career. Again, you ask,"Who might make use of this career?" A third student is selected and asked, "How would you make use of this career?" Assuming an appropriate answer, the ball of string is passed to that student, with the second and first students still holding on to the string. 6. This process continues until the string has passed through all hands. The string should be held taut, to show the connections and overlapping across the circle. 7. Now select a couple students to be removed from the circle, indicating illness, atirement, laid off, replaced by new technology, etc. Discuss what happens to the string -- it goes slack, there are holes in the "safety net." Who takes up that slack? Discuss the importance of all work to society. 8. Now discuss what happens to those workers who are "outside the circle, outside the safety net." How do they buy products and services? What might happen to a worker upset about losing a job? Discuss alcohol abuse and other possible effects. 9. Now bring those workers back into the circle. What happens to the poverty? What may happen with the alcohol abuse and other social symptoms?

EL -VIII -3 59 EL CAREER PLANNING COMPETENCY IX: Understanding How To Make Decisions 1. Describe how choices are made.

Title: Decision Dial

Summary: Students play a game where they spin a dial that requires them to tell about a decision they made.

Handouts: Decision Dial (48)

Pre-Post Question: How do I make decisions?

Special Materials Needed: Cardboard,nail to construct Decision Dial

Procedure: 1. Construct Decision Dials, one for ever, four students. Use pointer cutout to construct pointer from cardboard.Put nail through pointer and middle of dial into cardboard or wood backing. 2. Discuss decision-making with group. What does the word decision mean? How many decisions do you think you make in a day? 3. Divide class into groups of four.Distribute decision dials. Studentstaketurnsspinningdialand then answering question to small group. They tell the decision and also how they made the decision. 4. Each time student tells of a decision, they write their name on the dial in appropriate section. Game continues until each student has answered three times.

EL-IX-1 EL CAREER PLANNING COMPETENCY IX: Understanding How To Make Decisions 2. Describe what can be learned from making mistakes.

Title: Mary and Johnny

Summary: Students review choices open to Mary and Johnny and brainstorm what would happen if mistakes were made.

Handouts: Mary and Johnny (25)

Special Materials Needed: None

Pre-Post Question: What's valuable about making mistakes?

Procedure: 1. Divide class into small groups. Distribute Mary and Johnny handout. 2. Go through each situation. Stop after each one. Have groups decide which option they would choose. On a separate sheet of paper each group is to list what might happen if the other option were chosen, and whatcould belearned from that"mistake." This information is not shared yet. 3. Continue through all 10 questions. Then go back and have groups share their choices.

EL-IX-2 EL CAREER PLANNING COMPETENCY IX: Understanding How To Make Decisions 3. Identify and assess problems that interferewith attaining goals.

Title: Goals, Problems and Solutions

Grade: 3-6

Summary: Students address two problem scenarioson handout, then create their own goal-problem-solutionscenario. Handouts: The Bumble Bee (64) Stating Goals, Problems and Solutions(12-A) My Goal, Problem and Solution (12-B)

Pre-Post Question: What keepsme from my goals? How do I deal with that problem? Special Materials Needed: None Procedure: 1. Distribute Stating Goals handout andhave students individually answer questions. 2. Discuss answers. Talk aboutwhat keeps people from their goals.Read The Bumble Bee and show itto class.Talk about confidence as a goal-setting strategy.Ask volunteers to present goals, problems and solutions fromhandout. Present one ofyour own. 3. Have each studentshare a goal with the class.Then distribute second page and havethem complete it, addressing the stated goal. 4. Have volunteers share problemsand solutions with class. EL CAREER PLANNING COMPETENCY IX: UnderstandingHow To MakeDecisions 4. Identify strategiesused in solving problems.

Title: Decision-Making Strategies

Grade: 4-6 to respond to adecision-making Summary' Students work in groups situation, then discussvarious strategies.

Handouts: Decision-MakingStrategies (19 A-B)

Pre-Post Question: How do I makedecisions?

Special Materials Needed: None

Procedure: 1. Present the followingsituation:

Two of your best friends arerunning for Student Council. Both will want you tovote for them. Onehas a great personality and is a hardworker. The other has some terrific ideas for thecouncil and has shared themwith you. This friendis very shy, however.What do you do? students, ask each toindividually and 2. OPTION: For older with this privately write a paragraphtelling how they would deal situation and how theywould explain theirdecision to both friends. into small groups. Haveeach group come up 3. Divide the class with this with a decision. Have each groupdecide both how to deal situation and how theywould explain theirdecision to both friends. Have groups sharewith the entire class.Discuss what 4. individually and happened during thedecision-making process, both of the Decision-Making in groups.Introduce some of the names Strategies. Distribute the handouts.Review the PracticeStrategies 5. used. Then review the Worksheet first. Seewhich strategies were each one, asking for Decision-MakingStrategies. Go through volunteers to describe adecision when they used thatstrategy.

EL-IX-4 EL CAREER PLANNING COMPETENCY IX: Understanding How To Make Decisions 5. Identify alternatives in decision-making situations.

Title: Making Choices

Summary: Students role-play situationsin which they present varying alternatives.

Handouts: My Response (27) Decision-Making Process (45-A) Making Choices (97 A-B) Pre-Post Question: How do I find out what my choices are? Special Materials Needed: Bag or hat to hold items

Procedure: 1. In preparation, photocopy the Making Choices handout and cut it into strips so each situation is by itself. Put the strips in a bag or hat. 2. Present the four situations described on the My Response handout.. Ask volunteers to make suggestions to fill in the blanks. 3. Distribute the Decision-Making Process handout. Discuss the process and define terms such as alternatives. 4. Divide the class into groups of four.Have each group select a Making Choices situation from the hat or bag. Each group then designs a solution. 5..Have the groups share with the class. Discuss alternatives and consequences. Discuss the value of alternatives and choices rather than "right answers." 6. Have each group select a decision-making situation from the bag or hat. They are to make up two skits which have different answers to the situations. 7. Have students role-play the situations.

6.1

EL-IX-5 EL CAREER PLANNING COMPETENCY IX: understanding How To MakeDecisions 6. Describehowpersonal beliefs andattitudes affect decision-making.

Title: Decision-Making Situations

Grade: 4-6

Summary: Students face five decision-makingsituations and discuss how their values, beliefs andattitudes affect their choices. Handouts: Decision-Making Situations (29) Pre-Post Question: How do my values,beliefs and attitudes affect my decisions?

Special Materials Needed: None

Procedure: 1. Discuss how beliefs, attitudes and valuesaffect decision- making. 2. Distribute Decision-Making Situations.Emphasize there are no right answers in thisexercise, only "right answers for you personally." Pick one of the five situations andask all students to respond individually in writing on anotherpiece of paper. (For younger students, verbal responseis fine.) 3. Discuss the responses. Tie different responsesto personal beliefs, attitudes and values. 4. Divide class into four small groups.Assign a remaining situation to each group. Have group members respondindividually in writing, then discussresults in small groups. (For younger students, have a group discussion.)

6;5 EL CAREER PLANNING

COMPETENCY IX: Understanding How To Make Decisions 7. Describe how decisions affect self and others.

Title: Mary and Johnny

Summary: Students examine situations where their decisions affect themselves and others.

Handouts: Mary and Johnny (25) Making Choices (97 A-B) Pre-Post Question: How do my decisions affect me and those around me? Special Materials Needed: None

Procedure: 1. Distribute the Mary and Johnny handout. Go through each situation, asking how each person would be affected by each alternative. In the first instance,for example,how are the feelings and actions of the mother affected if Mary goes back to sleep versus getting up and starting to get dressed? 2. Solicit volunteers to describe a decision which affected them or someone else. 3. Divide the class into groups. Present each group a Making Choices situation. Each group then designs a solution and tells how that solution affects those involved. 4. Have the groups share with the class.

EL-IX-7 EL CAREER PLANNING COMPETENCY X: Awareness of the Interrelationship of Life Roles 1. Describe the various roles an individual may have (e.g., friend, student, worker, family member).

Title: Hooray For Me Summary: Students complete a handout identifying their current roles in life.

Handouts: Hooray For Me (14) Special Materials Needed: None

Pre-Post Question: Who am I? What roles do I have? Procedure: 1. Distribute Hooray For Me handout and have students complete it. Encourage them to list at least one role under the "AnyOthers" section at the bottom. 2. Have each student read their list to the class. 3. After all the "Any Others" have been heard, have students add to that section of their list. 4. Post the Hooray For Me sheets. EL CAREER PLANNING COMPETENCY X: Awareness of the Interrelationshipof Life Roles 2. Describe work-related activitiesin the home, community and school.

Title: What Can I Do?

Summary: Students complete a handoutlisting work activities they could do at home.

Handouts: What Can I Do? (15)

Special Materials Needed: None Pre-Post Question: What work-relatedactivities can I do at home?

Procedure: 1. Discuss work activities that occurat home. 2. Distribute What Can I Do? andhave students fill out their list. Have them select activity theycould present to parents to do at home. 3. Discuss which of these activitiesalso are done at school and in the community. 4. OPTIONS BEYOND DAY ONE: Havestudents take handout home and have parent complete right side ofhandout. Discuss differences in class the next day.

63 EL CAREER PLANNING

COMPETENCY X: Awareness of the Interrelationship of Life Roles 3. Describe how family members depend on one another, work together and share responsibilities.

Title: Blue Ribbon Family Member

Summary: Students play a board game about getting along in the family.

Handouts: Blue Ribbon Family Member Game (2) Special Materials Needed: Markers for players, coins to flip

Pre-Post Question: Why is it important to get along in my family?

Procedure: 1. Have students play Blue Ribbon Family Member game in small groups. Because the game is short, only allow players to advance 1 or 2 spaces on flip of coin (heads one space, tails two spaces). Avoid dice. 2. After the game, have class offer examples of when they did work together with other family members, and examples when they did not 3. Compile list of ways in which family members depend on one another. Post it in classroom.

EL-X-3 EL CAREER PLANNING

COMPETENCY X: Awareness of the Interrelationship of Life Roles 4. Describe how work roles complement family roles.

Title: Work and Home

Summary: Students list the work roles and the family roles of family members and then compare them.

Handouts: Family Job Tree (10) Hooray For Me (14) Pre-Post Question: How does work help at home?

Special Materials Needed: None

Procedure: 1. Distribute two copies of Family Job Tree handout to each student. On one they are to list the current (or most recent) work role of each person living_ in their home(leaving the others blank). On the other handout, they are to list at least one chore or activity that each of those persons does for the household. For homemakers, two different activities should be listed. 2. Have students share their lists. Ask them how the work activity might assist the household activity. The work activity of "student," for instance, helps teach how to "clean up." That helps the student do a better job of cleaning their room at home. 3. Also ask the students how the work role helps each family member in general. For instance, "My mom is a teacher. Being a teacher helps her be a better mother because ..." Discuss specific skills and general items such as working for money to fulfill family needs. 4. Now distribute The Hooray For Me handout (14) which describes various roles of the student. Have the student complete the handout and then tell how their work role -- being a student -- could assist with each of the other roles listed.

7 0 EL-X-4 EL CAREER PLANNING COMPETENCY XI: Awareness of Different Occupations and Changing Male/Female Roles. 1. Describe how work is important to all people.

Title: Why People Work

Summary: Students brainstorm why people work, then work in small groups to come up with a description and pictures of a "Work Hater," a person who fits none of the reasons why people work. Handouts: Reasons Why People Work (77)

Pre-Post Question: Why do people work? Special Materials Needed: Drawing and collage materials

Procedure: 1. Review the Reasons Why People Work handout. 2. Ask students why people work. Brainstorm a list on the board. Encourage them to get past money: "Let's say you had enough money for the basics. What would you do? Why would you work?" Or: "Many people could make more money in other careers. Why do they keep the career they have?"

Examples: Self-respect, prestige, fame, fun, intellectual challenge, excitement, to help others, to be around other people and make friends, to be somewhere other than home, because my friends and parents want me to, to show I am grown up, because that's what people do, to take care of my family. 3. Group the ideas into the eight categories on the Reasons Why People Work handout. You may want to distribute the handout to older elementary students. 4. Ask if there are some people who may care about some things on the list. The answer is yes. Have some students volunteer items they may not care about. 5. Ask about people who do not have formal paid jobs, such as homemakers and retired people. Do they care about some items on the list? Yes. Which items fit a homemaker?(Self-respect, to help others, to take care of my family.) What do retired people do? Many have hobbies -- that's a form of work, too. Why do they pursue those hobbies? (Self-respect, prestige, fun, intellectual challenge, excitement, to help others, to be aroundother interesting people and make friends, to be somewhere other than home.) 6. Divide the students into groups. Tell them they are going to create a "Work Hater." They are to come up with a description of a person who does not want any of the things listed on the board. What is this person like? What does the person look like? How do they live? Where? What do they do with their lives? What is their attitude? Have students write a paragraph description. 7. Have each student draw a picture of a "Work Hater." Make a collage for each group, using the pictures and the paragraph. EL-XI-1 EL CAREER PLANNING COMPETENCY XI: Awareness of Different Occupationsand Changing Male/Female Roles. 2. Describe the changing life roles of men and womenin work and family.

Title: Work & Family Role-Play

Summary: Students role-play family scenes and howtraditional roles have changed.

Handouts: None Special Materials Needed: None Pre-Post Question: What jobs do men and women do at homeand at work?

Procedure: 1. Divide class into groups, with boys and girls in each group. 2. Each group brainstorms a job list with two subgroups --- jobs done in the home and jobs done outside the home. "Job" can be defined as "chore" for this activity. 3. Groups go back through their lists and label each job as traditionally done by men, traditionally done by women, or done equally by both. 4. Volunteers role-play a traditional family scene (mother, father, daughter, son) involving jobs in the home. 5. Class discusses how those traditions are changing and may continue to change. Point out that more than half of all married women now work outside the home. 6. Go back into ggroups. Have each group go through its list and change to "both" any job which could be done by men or women. 7. Discuss anyjobs without the"both"label. Why not? Virtually alljobsshould have "both" label. (Are there any legitimate exceptions? What about giving birth or nursing a baby? Discuss the changing role of military combat?) 8. Repeat role-play, with boys and girls reversing jobs they role-played earlier. Discuss class reactions.

7,)

EL-XI-2 CAREER PLANNING COMPETENCY XI: Awareness of Different Occupations and Changing Male/Female Roles. 3. Describe how contributions of individuals both inside and outside the home are important.

Title: Caring At Home

Summary: Students gain an appreciation for the contributions of family members who care for the home.

Handouts: Help Wanted (89)

Pre-Post Question: What does a homemaker contribute to the family?

Special Materials Needed: None

Procedure: 1. Distribute Help Wanted handout with no introduction. Ask students to read job description -- how many are interested in this position? (None) Ask them to try to identify what this job could be. Lead discussion until they come up with Homemaker. 2. Divide class into small groups. Ask them to try to identify the dozen careers which a homemaker performs. Ask them to try to estimate the worth of this contribution. 3. Share results. Here are some careers:

Nursemaid Food buyer Cook Dishwasher Dietician Housekeeper Sewer Laundry Worker Gardener Chauffeur Plumber Practical Nurse Bookkeeper Security Guard Deliverer Maintenance Worker 4. Use the current minimum wage to figure a minimum weekly salary at 99.6 hours per week. 5. Discuss how these duties get dcwn when all adults in a family work outside the home!

EL-XI-3 EL CAREER PLANNING

COMPETENCY XII: Awareness of the Career Planning Process 1. Describe the importance of planning.

Title: Designing the Dog

Summary: Students play a game designing a dog on the board. They learn the value of teamwork and planning. Handouts: Designing the Dog procedure sheet (46 A-B) Pre-Post Question: What are the benefits of planning something before I do it?

Special Materials Needed: Colored chalk or markers, timer

Procedure: 1. Say to thestudents, "Let's pretend we're going on vacation. Can we just get in the car and go?" Why not? What dowe have to do before we can get in the car to go? Make a list of all the things which must be decided first: where to go, where to stay overnight, how long to be gone, how to get there, how much it will cost, what to take, who to take, how to take care of the house and pets while we're gone, scheduling time off from work, notifying neighbors and friends we are going, notifying those we plan to visit, preparing the car for a trip, packing the car, etc. 2. Ask students what will happen if they don't do the planning described. 3. Tell students they are going to play a game where they design a dog in groups. The first time there will be special rules and no planning. The second time they will be able to plan. 4. Do Designing the Dog as described on the handout. 5. Discuss the value of planning and working together ona project.

7 1

EL -XII -1 EL CAREER PLANNING

COMPETENCY XII: Awareness of the Career PlanningProcess 2. Describe skills needed in avariety of occupational groups.

Title: School Subject Skills & Occupations

Summary: Students fill out a graphic thatties a career to various school subjects.

Handouts: Wheels (37-A) Occupational Clusters (42 A-J) Workplace Basics (84) Pre-Post Question: What school subjects areneeded for different careers?

Special Materials Needed: None

Procedure: 1. Brainstorm alist ofschoolsubjectson the board, including all subjects any students in theclass are currently taking or took during the previous semester orschool year. 2. In an adjacent list, brainstorm alist of careers the students are interested in. 3. Pick a career and ask students,"What subjects on the school list could help learn this career?" 4. Distribute the Wheels handout.Either individually or in small groups, have students select a careerand write it in the middle circle, then in the outer circlelist up to eight school subjects which could help in that career. Youcould also have them list their grade in that subject. It is okay toleave some of the eight sections blank. 5. Have students share their careers andsubject lists. 6. Now have students rank the subjectsthey listed, with,1 being the most important. 7. Now group the students by No. 1subject. All who listed English first get together, all who listed mathfirst, all who listed art first, etc. Have each group recitetheir careers, and discuss why they listed that subject first. 8. Distribute the appropriate OccupationalCluster to each group so they can see all the other careersconnected to the school subject they listed. NOTE: Handout Math: Who Needs It(22 A-13) also could be used here. 9. Discuss general skills needed in virtuallyall occupations. Refer to Workplace Basics handout (84). 10. For older elementary students: Distribute WorkplaceBasics handout. In one column have students list a careerneeding that skill. In the other column have students list aschool subject which teaches that skill. 11. This activity is also used for Competency IV,Indicator 3.

EL -XII -2 75 EL CAREER PLANNING

COMPETENCY XII: Awareness of the Career Planning Process 3. Develop an individual career plan for the elementary school level.

Title: My Goals

Summary: Students complete a haadout where they list goals in seven key areas.

Handouts: My Goals (103) Pre-Post Question: What are my goals? Special Materials Needed: None

Procedure: 1. NOTE: Students will have difficulty with this activity without having first completed many of the previous activities. 2. Distribute My Goals sheet. Discuss each category. The most difficult may be personal growth ("No,it doesn't mean to grow taller; it's things you want to improve,like: controlling my anger, or paying attention better, or reading faster.") 3. Have students complete handout. 4. Divide students into small groups. Have them share with the group, with other group members checking to se,3 that the goals match -- a career goal of lawyer would not fit an educational goal of high school graduate. 5. Have some students share with the class. 6. Post the My Goals statements. 7. Save them for future review.

7 6

EL -XXI -3 Middle/Junior High School Student Career Competencies and Indicators

Self-Knowledge

Knowledge of the influence of a positive self-concept Ivory

II: Skills to interact with others Orchid

Knowledge of the importance of growth and change Salmon

Educational and Occupation Exploration

IV: Knowledge of the benefits of educational achievement to career opportunities Canary

V: Understanding the relationship between work and learning Green

VI: Skills to locate, understand, and use career information Gray

VII: Knowledge of skills necessary to seek and obtain jobs Gold

VIII: Understanding how work relates to the needs and functions of

the economy and society Blue

Career Planning

IX: Skills to make decisions Buff

X: Knowledge of the interrelationship of life roles Pink

XI: Knowledge of different occupations and changing male/female roles Green Tint

XII: .Understanding the process of career planning Tan MIDDLE/JUNIOR HIGH SCHOOL STUDENT Competencies and Indicators Self-Knowledge

COMPETENCY I: Knowledge of the influence of a positive self- concept. 1. Describe personal likes and dislikes. 2. Describe individual skills required to fulfill different life roles. 3. Describe how one's behavior influences the feelings and actions of others. 4. Identify environmental influences on attitudes, behaviors, and aptitudes.

COMPETENCY II: Skills to interact with others. 1. Demonstrate respect for the feeling and beliefs of others. 2. Demonstrate an appreciation for the similarities and differences among people. 3. Demonstrate tolerance and flexibility in interpersonal and group situations. 4. Demonstrate skills in responding to criticism. 5. Demonstrate effective group membership skills. 6. Demonstrate effective social skills. 7. Demonstrate understanding of different cultures, lifestyles, attitudes, and abilities.

COMPETENCY III: Knowledge of the importance of growth and change. 1. Identify feelings associated with significant experiences. 2. Identify internal and external sources of stress. 3. Demonstrate ways of responding to others when under stress. 4. Describe changes that occur in the physical, psychological, social and emotional development of an individual. 5. Describe physiological and psychological factors as they relate to career development. 6. Describe the importance of career, family, and leisure activities to mental, emotional, physical and economic well being.

Educational and Occupation Exploration

COMPETENCY IV: Knowledge of the benefits of educational achievement to career opportunities. 1. Describe the importance of academic and occupational skills in the work world. 2. Identify how the skills taught in school subjectsare used in various occupations. 3. Describe individual strengths and weaknesses in school subjects. 4. Describe a plan of action for increasing basic educational skills. 5. Describe the skills needed to adjust to changing occupational requirements. 6. Describe how continued learning enhances the ability to achieve goals. 7. Describe how skills relate to the selection of high school courses of study. 8. Describe how aptitudes and abilities relate to broad occupational groups. COMPETENCY V: Understanding the relationship between work and learning. 1. Demonstrate effective learning habits and skills. 2. Demonstrate an understanding of the importance of personal skills and attitudes to job success. 3. Describe the relationship of personal attitudes, beliefs, abilities and skills to occupations. COMPETENCY VI: Skills to locate, understand, and use career information. 1. Identify various ways that occupations can be classified. 2. Identify a number of occupational groups for exploration. 3. Demonstrate skills in using school and community resources to learn about occupational groups. 4. Identify sources to obtain information about occupational groups including self employment. 5. Identify skills that are transferable from on occupation to another. 6. Identify sources of employment in the community. COMPETENCY VII: Knowledge of skills necessary to seek and obtain jobs. 1. Demonstrate personal qualities (e.g., dependability, punctuality, getting along with others) that are needed to get and keep jobs. 2. Describe terms and concepts use in describing employment opportunities and conditions. 3. Demonstrate skills to complete a job application. 4. Demonstrate skills and attitudes essential for a job interview. COMPETENCY VIII: Understanding how work relates to the needs and functions of the economy and society. 1. Describe the importance of work to society. 2. Describe the relationship between work and economic and societal needs. 3. Describe the economic contributions workers make to society. 4. Describe the effects that societal, economic, and technological change have on occupations. Career Planning

COMPETENCY IX: Skills to make decisions. 1. Describe personal beliefs and attitudes. 2. Describe how career development is a continuous process with series of choices. 3. Identify possible outcomes of decisions. 4. Describe school courses related to personal, educational and occupational interests. 5. Describe how the expectations of others affect career planning. 6. Identify ways in which decisions about education and work relate to other major life decisions. 7. Identify advantages and disadvantages of various secondary and post-secondary programs for the attainment of career goals. 8. Identify the requirements for secondary and post-secondary programs. COMPETENCY X: Knowledge of the interrelationship of life roles. 1. Identify how different work and family patterns require varying kinds and amounts of energy, participation, motivation, and talent. 2. Identify how work roles at home satisfy needs of the family. 3. Identify personal goals that may be satisfied through a combination of work, community, social, and family roles. 4. Identify personal leisure choices in relation to lifestyle and the attainment of future goals. 5. Describe advantages and disadvantages of various life role options. 6. Describe the interrelationships between family, occupational, and leisure decisions. COMPETENCY XI: Knowledge of different occupations and changing male/female roles. 1. Describe advantages and problems of entering non-traditional occupations. 2. Describe the advantages of taking courses related to personal interest even if they are most often taken by members of the opposite gender. 3. Describe stereotypes, biases, and discriminatory behaviors that may limit opportunities for women and men in certain occupations.

COMPETENCY XII: Understanding the process of career planning. 1. Demonstrate knowledge of exploratory processes and programs. 2. Identify school courses that meet tentative career goals. 3. Demonstrate knowledge of academic and vocational programs offered at the high school level. 4. Describe skills needed in a variety of occupations, including self-employment. 5. Identify strategies for managing personal resources (e.g., talents, time, money) to achieve tentative career goals. 6. Develop an individual career plan, updating information from the elementary-level plan and including tentative decisions to be implemented in high school. MIDDLE/JUNIOR HIGH SCHOOL STUDENT

Competencies and Indicators

SELF-KNOWLEDGE

COMPETENCY I: Knowledge of the Influence of a Positive Self- Concept 1. Describe personal likes and dislikes.

Title: Self-Appraisal

Summary: Students complete two handouts asking questions requiring self-appraisal.

Handouts: What Am I Like? (92) Self-Appraisal Worksheet (91)

Pre-Post Question: What am I like?

Special Materials Needed: None

Procedure: 1. Discuss the importance of self-knowledge. 2. Distribute handouts. Tell students this information will be shared with instructor but only one answer of the student's choosing will be shared in the group with other students. 3. Have students complete both handouts. 4. Seat students in circle. Ask each student to answer one question. After all have done so, ask for volunteers to answer some of the questions which have not been addressed. 5. Keep papers for later review or have students keep papers in a career notebook. MS SELF-KNOWLEDGE

COMPETENCY I: Knowledge of the Influence of a Positive Self- Concept 2. Describe individual skills required tofulfill different life roles.

Title: Skills For Life

Summary: Students produce a list of skills which fit their current life roles.

Handouts: None Pre-Post Question: What skills do I have?

Special Materials Needed: None

Procedure: 1. Introduce the six life roles: Individual, familymember, learner, consumer, producer, citizen. Define the roles,noting that it takes skill to function in these roles:

Individual --Things I like, things I am good at.

Family My needs, my wants, my duties.

Learner Things I like to learn, things I have learned, the ways I learn best.

Consumer ----Goods, services, transportation, recreation that I buy; things I use.

Producer ----Work: paid, volunteer, at home, in school.

Citizen ---- My participation in the community (including school), such as: Voting and holding office, following laws/rules, helping those less fortunate, paying taxes, cleaning neighborhood, reporting emergencies, communicating information. 2. Have students create a chart on a piece of paper three columns titled Life Roles, Activity, Skills. 3. Discuss each role, one at a time. Start with Individual: brainstorm as many activities as possible which fulfill that role; list them on the board. Have students write on their own paper any activities which personally apply. 4. Go back through the activities list, asking what you need to know or do in order to perform each activity. Explain that those are skills. List the skills for each activity; students individually list any skills which they possess. 5. Now go to the next life role. Proceed through all six life roles in this manner. 6. Ask for students to volunteer their activity and skill lists. MS-I-2 3 2 MS SELF-KNOWLEDGE

COMPETENCY I: Knowledge of the Influence of a Positive Self- Concept 3. Describe how one's behavior influences the feelings and actions of others.

Title: Mary and Johnny

Summary: Students examine situations where alternative behaviors affect others.

Handouts: Mary and Johnny (25)

Pre-Post Question: How does my behavior affect those around me?

Special Materials Needed: None

Procedure: 1. Pretend to be angry with the class for no reason. Stop your role-play quickly and say you were just kidding. Ask the students how theyfelt. Discuss how one's behavior caninfluence the feelings and actions of others. 2. Divide class into small groups. Distribute Mary and Johnny handout, one to each group. Have groups go through each situation, listing on a separate piece of paper how the alternatives might affect others.In the first instance, for example, how are the feelings and actions of the mother affected if Mary goes back to sleep versus getting up and starting to get dressed? 3. Go through each situation, with groups sharing results. 4. Solicit volunteers to describe a behavior of theirs which influenced (positively or negatively) the feelings or actions of someone else.

MS-I-3 83 MS SELF-KNOWLEDGE

COMPETENCY I: Knowledge of the Influence of aPositive Self- Concept 4. Identify environmentalinfluences on attitudes, behaviors, and aptitudes.

Title: Prioritizing Activities

Summary: Students will estimate howtheir time is spent in a typical day.

Handouts: Prioritizing Activities(88) Pre-Post Question: How do I reallyspend my time?

Special Materials Needed: None

Procedure: and have 1. DistributePrioritizingActivities handout students mark what they do at differenttimes in a typical day. Be specific!(See list below.) Option:Provide a handout sheet for each of seven days. 2. Have them tabulate the totalnumber of hours per day spent in different general activities, such as:

Sleep School Eating Work Homework Chores With family With friends Reading Watching TV Bathing/Dressing Traveling to/from Hobby (describe) 3. Discuss how they spend theirtime versus how they might prefer to spend their time. How doestime (or lack of it) affect our attitude and aptitude aswell as behavior listed above? 4. Discuss other environmentalfactors which affect behavior, attitude and aptitude, suchas: geography, climate, location (urban/rural), culture (holidays/mores), laws. MS SELF-KNOWLEDGE COMPETENCY II: Skills to Interact With Others 1. Demonstrate respect for the feelings and beliefs of others.

Title: Your Point of View

Summary: Students look at picture which could be Old Lady or Young Girl and discuss opposing viewpoints with a partner.

Handouts: Pictures ABC (3 A-B-C) Pre-Post Question: How do I deal with people who have different beliefs than I do?

Special Materials Needed: None

that the picture looks more like a than a . Tell class that they do not have to convince their partner to change views -- only to willingly make the above statement. Allow discussions to proceed. 5. Have the whole group discuss results. If some were unable to make the above statement,ask them to explain why. Discuss respect for opposing viewpoints.

MS-II-1

- 3 MS SELF-KNOWLEDGE COMPETENCY II: Skills to Interact With Others 2. Demonstrate anappreciation forthe similaritiesand differences among people.

Title: Venn Diagram

Summary: Partners will know more about themselves and each other, how they are alike and different.

Handouts: Venn Diagram (24)

Pre-Post Question: How am I alike and different from others in this group?

Special Materials Needed: None

Procedure: Divide group into pairs. Distribute Venn Diagram to each person. 2. Partners take turns identifying single-word traits about themselves (adjectives or nouns). Partner A says the word. Partner 3 says whether that word also fits him/her. 3. Each person writes the word in correct part of diagram "You," "Me," or "Together." 4. Partners share with larger aroup how they are alike and different. 5. Exercise may be repeated in timed intervals with new partners.

MS-II-2 MS SELF-KNOWLEDGE COMPETENCY II: Skills to Interact With Others 3. Demonstrate tolerance and flexibility ininterpersonal and group situations.

Title: Blind, Speechless & Paralyzed

Summary: Students play a sensory deprivation game in which they must be tolerant and flexible.

Handouts: Blind, Speechless & Paralyzed (75) Pre-Post Question: How do I handle unusual situations?

Special Materials Needed: Blindfolds for 1/3 of group Procedure: 1. Dividethe class into groups of three. Have them count off so each personhas a number (1, 2 or 3) . Tell them to note who their partnersare. NOTE: If necessary, have one or two groups of four. In thesegroups, have two No. l's. 2. Informthe class that each will suffer a sensory loss. All of the l's will be blindfolded. All of the 2's will losethe ability to speak. All of the 3's will be paralyzed. 3. Divide the room into those three groups. Provide secret instructions to each (full instructions are on handout):

The goal for all blind 1'3 is to find their speechless partner 2. The goal for all speechless 2's is to have every blind 1 but their partner 1 shake hands with their paralyzed partner 3. The goal for all paralyzed 3'sis 'to keep their blind 1 and speechless 2 apart. 4. Blindfold all the l's. Have their partner 3'smove them about the room so they lose orientation. 5. Have 3's take random seat- and become paralyzed. 6. Announce that the game has begun. Let it continue until several l's and/or 2's have reached their goal. 7. End the game. Allow the l's to remove blindfolds.Have partners discuss in their groups what goals they accomplished, what goals they did not, why not, and how they felt. 8. Lead class discussion about what occurredand how participants felt. Ask for ways in which each number partner had to be tolerant and flexible. Here are some examples:

1 Losing sight Touching "strangers" Being led around Receiving misinformation

2 Losing speech Leading others around Face being touched Being rejected by l's

3 Losing movement Being ignored Having hands raised

MS-II-3

8 MS SELF-KNOWLEDGE COMPETENCY II: Skills to InteractWith Others 4. Demonstrate skills in responding tocriticism.

Title: Criticizing

Summary: Students select three weaknesses,and are criticized about one of them. They discuss thecriticism with a third party, then respond to thecriticizer.

Handouts: How to Criticize (80-A) 10 Steps To Handling Criticism (80-B) Pre-Post Question: How do I respond whenI am criticized?

Special Materials Needed: None

Procedure: 1. NOTE: This may be a stressfulexercise. An alternative would be to role-play hypotheticalsituations but that does not show whether the student can respond toreal criticism! 2. Distribute the handoutsand lead a discussion about criticism. Go through the How to Criticizehandout step by step, seeking examples of students experiencing correctand incorrect methods. Do the same with 10 Steps toHandling Criticism. 3. Divide the class into groups of three,selecting students who know each other well and get along. You mayneed one or two groups of four. 4. Have each person write do.rn a list of atleast three things that they have been criticized about.They must be specific: "My room is too messy"; "I sweartoo much"; "I don't do my homework." Only one of the three may be aboutphysical appearance. 5. Make a list yourself. Select two of yourbest students and do a role-play for the class. You arethe one to be criticized. Hand your list to one student, thecriticizer. Ask them to select one item from the list, andgive them a few moments to decide how to approach you with thiscriticism, using the How To Criticize handout. 6. Role-play the criticism. 7. Role-play out loud your own thoughtsabout the criticism (Step 6 from the 10 Steps handout). 8. Turn to the other student androle-play step 7 from the 10 Steps handout. (Share the criticism with someone who knows you well, and ask what they think.) 9. Role-play out loud steps 8 and 9. 10. Role-play Step 10 with thecriticizer. 11. Have the groups of three go throughthe process. Each person should get a chance tobe the criticized, criticizer and best friend. Make sure the criticizedshal...1:s out loud steps 6, 8 and 9, which usually would be done bythinking. 12. Have small groups share with the class. MS-11-4

8 MS SELF-KNOWLEDGE COMPETENCY II: Skills to Interact With Others 5. Demonstrate effective group membership skills.

Designing the Dog

Summary: Students play a game designing a dog on the board. They learn the value of teamwork versus the assembly-line method of production. Handouts: Designing the Dog procedure sheet (46 A-B) Pre-Post Question: What are the differences between the teamwork and assembly-line methods of production?

Special Materials Needed: Colored chalk or markers, timer

Procedure: 1. The game is described in detail on the handout.

MS-II-5

'SO MS SELF-KNOWLEDGE COMPETENCY II: Skills to Interact WithOthers 6. Demonstrate effective social skills.

Title: The Closed Mind vs. the Open Ear

Summary: Students in small groups make up tongue-twistersand see if the rest of the class can listen carefullyenough to pass them through the class,student by student.

Handouts: The Closed Mind (58 A-B) Pre-Post Question: How can I listen better?

Special Materials Needed: None

Procedure: 1. Discuss listening as a key social skill. 2. Seek six volunteers to read the six different waysof saying "I Don't Care What You Think" shown onThe Closed Mind handout. Have them read the statements to the classcuickly. Then go back and have each read theirstatement, stopping after each and asking the class the difference in meaning.Discuss how inflection changes the meaning of words. 3. Divide the class into small groups. Ask each group to invent a tongue-twister, which they must put inwriting. Use Peter Piper of Sally Sells Sea Shells as examples, but the groups must create original ones. Point out alliteration asthe key tool. The object will be to try to come up with a tongue-twister sodifficult that classmates will not be able to passit through the class. Therefore the tongue-twisters must be kept secret. 4. Have the written tongue-twisters submitted to you. Seat the class in a big circle or in rows. One volunteerfrom the first group whispers the tongue-twister to aclassmate from a different group. That classmate whispers it toanother classmate, etc., until the tongue-twister goes through the entire class (exceptfor the grcup which invented it). See whatthe last student relates as the tongue-twister. Write it down next to the original. Compare for the class. Do this with each tongue-twister. 5. Discuss listening as a skill. Distribute theClosed-Minded Ear handout and discuss the 10 reasons wefail to communicate. 6. Post the tongue-twisters in the c:.assroom. MS SELF-KNOWLEDGE

COMPETENCY II: Skills to Interact With Others 7. Demonstrate understanding of different cultures, lifestyles, attitudes, and abilities.

Title: Labeling

Summary: Students play a game in which each has a label on their back and other students treat them accordingly. Handouts: None Pre-Post Question: In what ways do we label people without really knowing them? Special Materials Needed: Index cards

President Drug Pusher Person with VD Your best friend Special Ed. Student Mass Murderer Social Worker Teacher's Pet Eskimo Minister Senile Person Alcoholic Smartest Student Strictest Teacher Cutest Student Environmentalist Stuffy Englander Apartheid Supporter Dictator Rock Star Pro Athlete

MS-II-7 91 MS SELF-KNOWLEDGE

COMPETENCY III: Knowledge oftheImportanceof Growth and Change 1. Identify feellngs associated with significant experiences.

Title: Feeling Los3

Summary: Groups presentskitsaboutfeelings associated with significant losses and significant joys.

Handouts: Feeling Loss (66) Pre-Post Question: How do I express my feelings when I suffer a loss? Special Materials Needed: None

Procedure: 1. Discuss significant life experiences. Have class brainstorm 3 lists on board -- significant positive experiences, significant negative experiences, and significant experiences which could go either way. 2. Distribute Feeling Loss handout. Have each student circle any loss that has happened to them.Ask volunteers to share feelings. 3. Divide class into small groups. Have each group select an item from the middle list and create a skit which demonstrates different feelings that people could have about that loss. 4. Have groups presentskits. Compilea master list of feelings expressed. 5. Have small groups brainstorm a Feeling Joy list comparable to the Loss list. It should have 3 categories Obvious Joys, Not- So-Obvious Joys, Mini Joys. 6. Compile master list of joys. 7. Have groups present skits demonstrating feelings associated with one of the joys.

MS-III-1

oCI 9 MS SELF-KNOWLEDGE

COMPETENCY III: Knowledgeofthe Importanceof Growth and Change 2. Identify internal and external sourcesof stress.

Title: Stress & Me

Summary: Students gain insight about what causesthem stress and how that stress is manifested.

Handouts: Dear Me (38 A-B) Pre-Post Question: What causes me stress? Howdoes my stress show?

Special Materials Needed: None

MS-III-2

0 3 MS SELF-KNOWLEDGE COMPETENCY III: Knowledgeof theImportanceof Growth and Change 3. Demonstrate ways of responding tc others when under stress.

Title: My Response

Summary. Students complete a handout offering alternative ways of responding to stressful situations.

Handouts: My Response (27) Special Materials Needed: None Pre-Post Question: How canI best respond to others when under stress?

Procedure: 1. Have students pair up. Distribute My Response handout. Have them answer the four questions. They select the answer they believe to be most appropriate but also must fill in the blanks. Thus they may have two answers for some questions. 2. Lead a discussion of each question. What is stressful about this situation? What is the value of each way of responding? Collect fill-in-the-blank suggestions.

MS-III-3

9 4 MS SELF-KNOWLEDGE

COMPF7ENCY III: Knowledge of the ImportanceofGrowth and Change 4. Describe changes that occur in the physical, psychological, and emotional development of an individual.

Title: Life Span Chart Summa-y Students create a timeline of significant growth and changes.

Hando-its: Life Span Chart (90)

Pre -? :st Question: What are the stages of my life?

Special Materials Needed: None

Procedure: L. Discusslifestagesand rites of passage:Have them brain3zorm a list on the board. Examples:

=firth, learn to walk and talk, school begins, change schools, puberly, first love, first job, high school graduation, full-time educallon complete,full-time work begins,marriage, children, divoz-ze, career change, children leave home, retirement, death.

:. Give students Life Span Chart handout. Discuss "averages" on ctart. 2. Have students fill in their own Life Span Chart to the curt -E.= time. 4. Have students imagine their future, creating their own Life Span utilizing whichever items they deem appropriate. E. Seek volunteers to share.

MS-III-4

9J MS SELF-KNOWLEDGE

COMPETENCY III: Knowledgeof theImportanceofGrowth and Change 5. Describe physiological and psychological factors as they relate to career development. Title: Strength and Stress

Summary: Students produce career lists for various factors.

Handouts: None Pre-Post Question: What physiological and psychological factors relate to career development?

Special Materials Needed: None

Procedure: 1. Have each student write down a career they like. 2. Writethewords STRENGTH (physiological) andSTRESS (psychological) on the board. Have class brainstorm careers for each factor.Have each student tell whether the career they identified fits on either list. Here are some examples: STPENGTH -- Police officer, bouncer, firefighter, professional athlete, longshoreworker, deliveryworker, construction worker.

STRESS Air traffic controller, attorney, politician, police officer, firefighter, paramedic, actor, principal, customer service representative, business managers.

3. Now brainstorm other physiologicaland psychological factors. Here are some examples: PHYSICAL -- Size, looks,manual dexterity(brick-laying), finger dexterity (sewing), eye-hand-foot coordination, speed, vision, hearing, taste, touch, smell, youth.

PSYCHOLOGICAL (mental and emotional) Intelligence, verbal ability,math ability,people skills,high energy,anger management, outgoing, honest, communicative, drive (willingness to work hard), willingness to learn. 4. Divide the class into small groups. Ask one member of each group to volunteer as a recorder. 5. Assign each group a physiological and a psychological factor at random. Have them brainstorm careers for each. 6. Post the lists around the room. Have each student go to each list with the paper on which they identified a career. Have them see if their career is on each list. If so, have them record the factor on their paper under the career name. They end up with a list of physiological and psychological factors which may apply to that career. 7. Post each student's list. MS-III-5 J6 MS SELF-KNOWLEDGE COMPETENCY III: Knowledgeof theImportanceof Growth azd Change 6. Describe the importance of career,family, and leisure activities to mental, emotional, physical andeconomic well-. being.

Title: Things I Like To Do

Summary: Students compile a list of activities, designatewhether they arefor leisure, family or career growth, and discuss the p sitive effects of thoseactivities. Handouts: Things I Like To Do (74)

Pre-Post Question: What do I like to do that is good forme?

Special Materials Needed: None Procedure: 1. Distribute What I Like To Dohandout a7'd have students complete it. 2. Have students share lists, especially nc,`.ing which activities are on more thanone list. 3. Discuss the benefitsof those activities-- mental, emotional, physical and economic.

MS-III-6

9r MS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY IV: Knowledge of the Benefits of Educational Achievement to Career Opportunities 1. Describe the importance of academic and occupational skills in the work world.

Title: Mathematics: Who Needs It?

Summary: Students see how vital math is in the work world. Handouts: Mathematics: Who Needs It? (22 A-B)

Pre-Post Question: What careers use math?

Special Materials Needed: None

Procedure: 1. Discuss hcw academic skills arc used in careers. 2. Divide class into groups. Ask each to brainstorm as many careers as possible which use math. 3. Have groups share. Make a master list on the board. 4. Distribute the handout. Discuss careers on the handout which were missed by the class. 5. NOTE: Activity described on next page is strongly related.

MS -IV -1

93 MS EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY IV: Knowledge of the Benefits of Educational Achievement to Career Opportunities 2. Identify how the skills taught in school subjects are used in various occupations.

Title: School Subjects & Occupational Clusters

Summary: Students fill out balloon graphics that create a list of careers tied to each school subject. Handouts: Occupational Clusters (42 AJ) PrePost Question: What careers are tied to each school subject?

Special Materials Needed: None

Procedure: 1. Discuss the connection between school subjects and careers. Show and discuss one of the occupational cluster handouts as an example. 2. Divide the class into small groups and distribute one blank balloon graphic for each group. Have each group select a different school subject. The school subject is written in the center circle; the group then brainstorms as many careers as possible, filling every balloon. 3. Have groups share with class. 4. Have groups compare their results with handouts. 5. Post results and send copies to subject teachers. 6. NOTE: Activity described on previous page is strongly related.

MS--IV -2

99 MS EDUCATIONAL AND OCCUPA::::;AL EXPLORATION

COMPETENCY IV: Knowledge of the Benefits of Educational Achievement to Career : ?portunities 3. Describe individual strena::! and weaknesses in school subjects.

Title: Me in School

Summary: Students analyze their sc::ol performance,subject by subject.

Handouts: Me In School (73)

Pre-Post Question: What are my stren=7.:Is and weaknesses in school?

Special Materials Needed: This could be augmented with specific :iucational records for each student.

Procedure: 1. Brainstorm a listof subjectson theboard, including all subjects any studen':E._n the class are currently taking or took during the previous E.i.7...ester or schoolyear. 2. Distribute Me in School han::ut. Have students list all current subjects and any other subje:=3 they have taken in previous semester or year.Have them comtlE-_= next three columns: most recent grade, grade I could achie -.-e.reasons for not reaching my potential. For students who achieve: The highest possible grade, have them list "Things I Still Coula learn" in the last column. 3. Divide classintosmall 7rcups. Have them shareand brainstorm ideas for the last coiu=. Have students add to last column as they get ideas from class:T.a:es. 4. NOTE: Plan of Action is for :Le next Indicator. This could be a continuous activity.

MS-IV-3

BEST C- MS EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY IV: Knowledge of the Benefits of Educational Achievement to Career Opportunities 4. Describe a plan of action for increasing basic educational skills.

Title: Me in School

Summary: Students create a plan to do better in school. Handouts: Me in School (73) Pre-Post Question: How can I do better in school?

Special Materials Needed: None

Procedure: 1. Discuss why school is important.(See activities for the first two Indicators of this section). 2. Have students complete top half of Me in School handout, as described in Indicator on previous page. 3. Brainstorm ways students could increase educational skills and do better in school: devote more time to studying, read during leisure time, ask teachers for help, ask parents for help,dsk friends for help, improve attitude, do volunteer work in community, help teach a younger student, get a tutor, take special classes, practice, etc. 4. Have students answer the first question under Plan of Action: What I could do to increase my educational skills. 5. Divide class into small groups. Have them share answers and brainstorm for each student: who could help me, where I could get help, when I can start this process. 6. Have students share answers with class.

MS-IV-4 0 MS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY IV: Knowledge of the Benefits of Educational Achievement to Career Opportunities 5. Describe the skills needed to adjust to changing occupational requirements.

Title: The Skills Employers Want

Summary: Students learn about the skills mostin demand and brainstorm school subjects connected to those skills.

Handouts: Workplace Basics: A checklist (84)

Pre-Post Question: What skills do today's employers want most?

Special Materials Needed: None

MS-IV-5

102 MS EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY IV: Knowledge of the Benefits of Educational Achievement to Career Opportunities 6. Describe how continued learning enhances the ability to achieve goals.

Title: The Working Life of Joe Schmoe

Summary: Students compete in groups to fill in the blanks in a funny story which emphasizes the need for continued learning.

Handout: The Working life of Joe Schmoe (95 A-B) Special Materials Needed: None Pre-Post Question: What's so important about lifelong learning?

Procedure: 1. Divide group into teams of 2-4. Tell them they will be competing to get the most correct answers. Ask each group to select a recorder. 2. Distribute handout, with one for each person and an extra for each recorder. 3. Read the story aloud. Stop at the end of each sentence which has fill-in-the-blanks.Each group privately selects an answer, which is only written on the recorder's extra copy. 4. Go back through the story, stopping at each fill-in-the- blank. Ask for and confirm correct answers. Have each individual fill out their handout 7ith correct answers. 5. Identify group(s) with most correct answers. 6. Ask what was the point of the story. Lead discussion. Offer more handouts for them to do with friends/relatives.

JOE SCHMOE ANSWERS:

1. 12,000 8. $1,300 2. Restaurant Worker (and others) 9. 3 3.4 percent (some sources say higher) 10. 12 4. $10,920 11. 68 5. $10,895 12. Ability/willingness 6. $25 to learn 7. Electronics Technician 13. "You're fired!" (and others) MS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY IV: Knowledge of the Benefits of Educational Achievement to Career Opportunities 7. Describe how skills relate to the selection of high school courses of study.

Title: Skills and High School

Summary: Students score themselves in different skills, then link those skills to high school subjects they are considering.

Handouts: Skills Checklist (82 A-D) My Skill Record (76) School Courses (83) Pre-Post Question: What skills will help me get into the high school courses I'm considering? Special Materials Needed:Course guide from your high school, preferably a description of courses with prerequisites.

Procedure: 1. Discuss the transition to high school and the increased choice of courses available there. 2. Distribute the Skills Checklist and have students select any they wish and record their level of mastery on the My Skill Record handout, with a 1 for Observed,2 for Practiced and 3 for Acquired. They should fill every line on My Skill Record, then add up their total for the sheet to come up with an overall skills score. This can be shared and compared. 3. Have them record their score for each skill selected on the first blank column of the skills checklist. 4. Divide class into small groups and distribute your high school guide, or if you don't have one, the School Courses handout. 5. Have students review the course guide or School Courses list. Have students write a list of subjects they mi(Tht want to take in the last blank column on the Skills Checklist. This list must be repeated on each page of the Skills Checklist. 6. Have students draw a line from each subject to all the skills which could help them in that subject. 7. Have them review this matching in small groups, sharing information and drawing additional lines as needed. 8. Have small groups share with the class.

MS-IV-7

10.1 MS EDUCATIONAL AND OCCUPATIONALEXPLORATION COMPETENCY IV: Knowledge of the Benefits of Educational Achievement to Career Opportunities 8. Describe how aptitudes and abilities relate to broad occupational groups.

Title: My Abilities and Careers

Summary: Students complete a 30-question survey and thenlink their answers with career groups and specific careers.

Handouts: I Am Good At/Career Chart (87 A-J) Pre-Post Question: How do my abilities match up with careers?

Special Materials Needed: Highlighter markers

Procedure: 1. Distribute I Am Good At...handout and have students complete it. 2. Pass out Career Chart, have them review it and select their three favorite categories. 3. Pass out highlighters. For each of their three favorite career categories, have them highlightvertically each of the 30 items they checked on the survey. While doing this they should pay no attention to the career names! 4. When done, they examine each career (horizontally) on the chart. For each highlighted career,they count the number of highlighted dots and the total number of dots, displaying their score as a fraction: 9/14 would mean 9highlighted dots out of 14 dots total. 5. Have them figure out which careers are their closest matches. When morethanhalf the dots forany careerare highlighted it is considered a match. Having all but two or three dots highlighted means an extremely close match. 6. Have them figure out which cluster they matched most closely. 7. OPTION: Do more than three clusters. MS EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY V: Understanding the Relationship Between Work and Learning 1. Demonstrate effective learning habits and skills.

Title: Following Directions (withhold title from students Summary: Students do exercise which may trick them into not following directions. Handouts: Quiz (4)

Pre-Post Question: That is the most important study skill? (Following directions) Special Materials Needed: None

MS-V-1

106 MS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY V: Understanding the Relationship BetweenWork and Learning 2. Demonstrate an understanding ofthe importance of personal skills and attitudes to job success.

Title: How Do I Feel About Education?

Summary: Students complete a surveyscoring their attitudes about education Handouts: How Do I Feel About Education?(41 A-B) Pre-Post Question: How do I feel abouteducation?

Special Materials Needed: None

Procedure: 1. Distribute How Do I Feel AboutEducation? handout and have each student complete it. 2. Discuss the connection betweeneducational skills and job success, and the significanceof one's attitude about education. 3. Ask each student to write a paragraphabout how they could improve their attitude about education. MS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY V: Understanding the Relationship Between Work and Learning 3. Describe the relationship of personal attitudes, beliefs, abilities and skills to occupations.

Title: Mary, Jan and Harold

Summary: Students evaluate the career choices of three fictional characters, and then evaluate themselves.

Handouts: Mary, Jan and Harold (60 A-B) Pre-Post Question: How do my attitudes, beliefs,abilities and skills affect career choice? Special Materials Needed: None

Procedure: 1. Ask volunteers to name a career they are interested in. Ask them why they are interested in that career. Begin identifying ways that careers are selected, including those identified on handout chart (interests,values, abilities, aptitudes, in.cluences of family and/or friends, experiences, financial situation) and also the Most Common Mistakes List. 2. Divide class into small groups. Distribute the handouts. Go over Most Common Mistakes List. Have volunteers read each biography aloud; answer any questions. Then have groups work to fill out the chart, identifying how each of the three made their career choice. 3. Have small groups share their charts. 4. Have individuals write their own names in the bottom row of chart and try to fill in each box. 5. Have volunteers share. Those with empty boxes may get ideas to complete their chart.

MS-V-3

fns MS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY VI: Skills to Locate, Understand, andUse Career Information 1. Identify various ways that occupations can be classified.

Title: It Might Have Been

Summary: Students categorize several occupations by data-people- things, and learn about other grouping methods.

Handouts: It Might Have Been (5 A-H) GOE Interest Areas/SOC Groups (53 A-B) Pre-Post Question: Try to categorize careers by whether they are primarily work with data, people or things.

Special Materials Needed: None

Procedure: 1. Discuss that careers can be classified a number of ways. Highlight the division of careers by their primary function workingwith data (information), people, or things (tools, equipment, machinery, objects). 2. List data-people-things on board and ask for examples of careers in each. Discuss that some careers may share two or even all three categories. Remind students they are looking for the primary category. 3. Divide class into groups of four and provide one handout set to each group. Each group's task is to examine each picture and answer two questions: Is the person pictured primarily working with data, people or things? What category would this person rather be working with? 4. Have groups share their judgments. Discuss differences. The recommended answers are: Waiter-Archeologist Astronaut-"People Person" Model-Computers (People-Data) (Data-People) (People-Data)

Teacher-Forest Ranger Actress-Astrcnaut Actor-Mechanic (People-Data) (People-Data) (People-Things)

Mechanic-Actor Tennis player-Sheep farmer (Things-People) (Things-Things) 5. Ask each student to identify themselves as a Data Person, People Person or Things Person. Arrange the class into those three groups and have them brainstorm careers for their group. 6. Distribute GOE/SOC handout. Discuss these two grouping systems. Have students label each GOE interest area and SOC group by data-people-things, writing one of those three words in the margin next to each group. 7. Have students select their three favorite GOE Interest Areas and their three favorite SOC groups. 8. The Guide to Occupational Exploration is a reference book. The Occupational Outlook Handbook uses SOC groups. MS-VI-1

100 MS EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY VI: Skills to Locate, Understand, and Use Career Information 2. Identify a number of occupational grolps for exploration.

CIA CODE

Summary: Students complete an interest survey which provides them a "CIA Code" -- a top Career Interest Area(Guide for Occupational Exploration Worker Trait Group).

Handouts: Career Interest Areas (86 A-G)

Pre-Post Question: How do myinterestsmatchupwithcareer groups?

Special Materials Needed: None

Procedure: 1. Have students select partners. While this is really an individual activity, it is a long one and having partners keeps students from being bored. It also will help readability. 2. NOTE: These instructions make little sense without reviewing the handouts. 3. Distribute Career Interest Areas Survey, but not the Career Survey Evaluation Sheet. Havestudents alternatereading the questions out loud to one another. They may discuss answers but emphasize they should choose the one that fits them best (not just what partner chose). Make sure entire class completes survey. 4. Have partners switch papers for scoring. Partner A will read Partner B's answers out loud. Partner B will record them on Career Survey Evaluation Sheet. 5. Review and explain instructions on Career Survey Evaluation Sheet.Remind students to start at the bottom of each letter column. They will have a whole bunch of X's in the "1" row before they get any in the 2 row (the second time they choose a letter). Have everyone stop when they get the chart filled in. 6. Below the chart they are to list their three top Career Interest Areas. Example: If there is a tie for first, and one next, those are the three areas. They may have to list four if there are two two-way ties, for example. 7. They then back up to the last survey page to read the descriptions of the 12 areas. They then look through the career list and select their CIA Code. MS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY VI: Skillsto Locate. Understand, andUse Career Information 3. Demonstrate skills in using school and community resources to learn about occupational groups.

Title: Career Resources in my School and Community

Summary: Students compile a master list of resources. Handouts: None

Pre-Post Question: What career resources are available to me?

Special Materials Needed: Phone books, use of telephone

Procedure: 1. Meeting this Indicator requires local research. Itis advisable that the instructor complete somn of this research prior to introducing this subject to the class. Make a list of questions appropriate to your community:

Does your school district have a Career Center? Career books in the library? A computer information system in the library? A careers class? A Diversified Occupations class? A job placement office? A counselor who helpsseniors with post-high school placement? A career development philosophy?

Does your community have a Career Center? Career books in the public library? A computer information system? A job placement office? A Chamber of Commerce? Union halls? A business-labor- education partnership council? A youth employment service?

2. Put students in partners. Assign each team a question to answer. Provide them with phone books, telephones, passes to the library, etc., so they may answer thequestions. Haveeach partnership make sure to ask about self-employment opportunities. 3. Compile a master list of career resources. 4. Make arrangements to utilize those resources so students may develop skills in using them.

MS-VI-3 MS EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY VI: Skills to Locate, Understand, andUseCareer Information 4. Identify sources to obtain information aboutoccupational groups, including self-employment.

Title: Career Interest Areas In My Community

Summary: Students complete an interest survey, then find local businesses which fit their CIA Code (top Career Interest Area). Handouts: Career Interest Areas (86 A-G)

Pre-Post Question: What local businesses andagencies have jobs in my favorite career group? Special Materials Needed: Multiple copies of the Yellow Pages

Procedure: 1. Have students complete the Career Interest Area (CIA Code) survey described for Indicator 2 ofthis competency. 2. Partner students by CIA Code. Give each pair a copy of the Yellow Pages. Have them refer to the career list on the lastsheet of the Career Survey Evaluation Sheet. They perusethe Yellow Pages and make a list of all the businesses they canwhich have careers within their CIA Code. 3. Lists are compiled into a master list for each CIA Code. 4. NOTE: This list can have multiple uses, including contacting businesses for information, school visits, site tours, job shadowing, mentoring, etc. 5. NOTE: See the previous Indicator for compiling alist of sources on self-employment.

MS-VI-4

112 MS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY VI: Skills to Locate, Understand, and Use Career Information 5. Identify skills that are transferable from one occupation to another.

Title: Transferable Skills

Summary. Students select three careers, then use checklist to see all the skills which could apply uo each. Handouts: Skills Checklist (82 A-D) Pre-Post Question: What are some skills which could apply to more than one career? Special Materials Needed: None

Procedure: 1. Have students select three careers they want to explore. 2. Distribute Skills Checklist. Have them write the three career names above the blank columns. 3. Have them look at each skill and put a check under the name of each career where that skill could be useful. 4. Have them circle all skills which could apply to all three careers. 5. Have them put a star next to any of those skills which they believe they possess.

MS-VI-5 113 MS EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY VI: Skills toLocate, Understand, andUse Career Information 6. Identify sources of employmentin the community.

Title: Where the Jobs Are

Summary: Students make collages of wantads, with each collage connected to a Career Interest Area.

Handouts: Career Interest Area List (86 A--G)

Pre-Post Question: What jobs are available locally? Special Materials Needed: Two weeks oflocal newspapers Optional: State and local job opportunity pub.Lications

Procedure: 1. NOTE: The activity for Indicator4 of this competency (two pages previous) describes acomplementary activity. 2. NOTE: It is preferable for studentsto first compete the CIA Code activity described inIndicator 2 of this competency (four pages previous). 3. Put students in pairs.Distribute newspapers and job bulletins so each pair has one. Havethem clip all the jobs in their paper and arrange them by CIA CodeCareer Interest Area (86 A-G). 4. Make a large pile of all thejobs from all students for each CIA Code. Divide the classinto 12 groups and have each group make a collage of the want ads fortheir CIA Code. 5. Post the collages in theclassroom.

in MS-VI-6 MS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY VII: KnowledgeofSkills NecessarytoSeek and Obtain Jobs 1. Demonstratepersonal qualities (e.g., dependability, punctuality, getting along with others) that are needed to get and keep jobs.

Title: Rating Work Attitudes and Behaviors

Summary: Students generate a score by rating themselves in 16 categories of work attitudes and behaviors. Handouts: Work Rating Scale (61) Pre-Post Question: How good is my attitude about work? Special Materials Needed: None Procedure: 1. Distribute Work Rating Scale and ask volunteers to explain each word or category. Some of these words could be used for a work attitudes vocabulary test. 2. Divide class into small groups, with each group getting an additional blank rating sheet. For each of the 16 categories, they must come up with the names of the three students in the class who they feel are the best in that category. However, they may not nominate anyone in their own group. They write the three names in the "Topnotch" section. 3. Go back through each category, with groups sharing results. Anybody who hears their name may puta check markin the appropriate category of their individual sheet.Instructor may nominate three additional names for any category. 4. Have students complete their sheets individually. For any category taey rate themselves topnotch, they must write an example on the back of the rating sheet which demonstrates their topnotch ability. 5. Option: Have them compile scores as follows:

7pointsforeveryTopnotch 4pointsforeveryFace in the Crowd 1pointforeveryBetter Work on That

This will produce a scale comparable to 0-100 (actually 16-112)

6. Have students turn in their results to you; they need not share them with fellow students. Option: Have individual conferences with students to discuss their work attitudes and behaviors.

115

MS -VII -1 MS EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY VII: Knowledge of Skills Necessary to Seekand Obtain Jobs 2. Describe terms and concepts usein describing employment opportunities and conditions.

Title: Help Wanted Ads

Summary: Students review want ads and create awant ad that applies to them.

Handouts: Job Wanted (36) Pre-Post Question: How can I use the newspaperto help me find work? Special Materials Needed: Newspaper help wantedads, scissors

Procedure: 1. Provide students with numerous helpwanted ads. Have each student select an ad, and cut it out to workwith it individually. 2. Each student reviews ad, then reads it to groupand tries to explain it,including abbreviations,terms and conditions. Instructor and class provide assistance. 3. Students create a help wanted ad forwhich they qualify, which, in effect, describes them. 4. Distribute Job Wanted handout and havestudents turn help wanted ad into a Job Wanted ad which actuallycould be placed in newspaper.

116 MS -VII -2 MS EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY VII: Knowledge of Skills Necessary toSeek and Obtain Jobs 3. Demonstrate skills to complete a job application.

Title: Job Applications

Summary: Students complete a job application. Handouts: Application for Employment (85 A-B)

Pre-Post Question: How do you complete a job application?

Special Materials Needed: None

Procedure: 1. Discuss jobs that your students could apply for: Babysitter, yard worker, newspaper carrier, etc. 2. Distribute handout and have them select a position and answer all questions truthfully. 3. Discuss anyquestionswhich weredifficult. Discuss neatness. Discuss all the blank areas due to lack of experience, education, etc. 4. Have the students complete a "future" application assuming they have completed full-time training and have part-time and summer work experience. 5. Discuss the differences. 6. Post the job applications.

MS -VII -3 MS EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY VII: Knowledge ofSkills Necessary toSeek and Obtain Jobs 4. Demonstrate skills and attitudes essentialfor ajob interview.

Title: Job Interview Simulation

Summary: Students experience a simulated jobinterview and rate other students in their interview performance.

Handouts:50 Questions Employers Ask in Job Interviews(51 A-B) Assertive Interview Score Sheet (50)

Special Materials Needed: None Pre-Post Question: On a scale of 0-100, how would I scorein a job interview?

Procedure: 1. Distribute 50 Questions handout. Optional:Discussion of questions and job interview experiences of participants. 2. Instructions: All persons will get chance tointerview. Interviews will be timed(5-10 minutes works best).Interview subjects are to answer all questions truthfully. 3. Divide participants into groups of 4(3 or 5 also okay). Arrange chairs so 1 is facing a "panel" of 3. 4. Ask for a volunteer from each group to be thefirst job applicant. All applicants go to far side of room. Seatpanelists. 5. Job applicant approaches panel, introduces self,identifies job applying for. 6. Panelists take turns asking questions from handout. 7. When time is up, applicants immediately return tofar side of room. Panelists have 2 minutes to score applicant onScore Sheet handout. 8. One panelist takes completed Score Sheet toapplicant. That panelist stays on far side of room and becomes next jobapplicant. First applicant joins panel. Next interview begins. Keeprotating until all have been interviewed. 9. Groups of 4 discuss and explain results. Then havelarge- group discussion. MS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY VIII: Understanding How Work Relates to the Needs and Functions of the Economy and Society 1. Describe the importance of work to society.

Title: Ball of String

Summary: Students select occupations and then pass a ball of string from student to student to show the interconnectedness of careers. Handouts: None

Pre-Post Question: How are careers connected to each other? Special Materials Needed: Ball of string, name tag materials

Procedure: 1. Have each student select a career, making sure there is no duplication and also a good cross-section. 2. Have each student make a name tag listing the career chosen. 3. Arrange the students in a circle. Hand the string to any student; have them hold the end of the string and describe what they do in their career. 4. When the student is finished, ask, "Who might make use of this career?" Select any student who raises hand, and ask, "How would you make use of this career?" If student answers appropriately, the ball of string is unrolled and passed to that student, with the first student still holding the end of the string. 5. The second student now describes what is done in their career. Again, you ask, "Who might make use of this career?" A third student is selected and asked, "How would you make use of this career?" Assuming an appropriate answer, the ball of string is passed to that student, with the second and first students still hold4mg on tc, the string. 6. This process continues until the string has passed through all hands. The string should be held taut, to show the connections and overlapping across the circle. 7. Now select a couple students to be removed from the circle, indicating illness, retirement, laid off, replaced by new technology, etc. Discuss what happens to the string it goes slack. Who takes up that slack? Discuss the importance of all work to society.

119

MS -VIII -1 MS EDUCATIONAL AND OCCUPATIONALEXPLORATION COMPETENCY VIII: Understanding How Work Relates to theNeeds and Functions of the Economy andSociety 2. Describe the relationshipbetween work and economic and societal needs.

Title: Milk On My Table

Summary: Students learn about all the workand workers it takes to put milk on their table.They then follow the same process for other products.

Handouts: Milk On My Table (56) Pre-Post Question: What workersdoes it take to get a single product (milk) to me?

Special Materials Needed: A carton ofmilk (optional)

Procedure: 1. Hold up a carton or glassof milk and ask what work it takes to get it to us. Have classbrainstorm a random list on the board. 2. Discuss how the list can befleshed out by setting up a flow chart of what happens tothe milk. Pass out the Milk On My Table handout that shows the flowchart: grain--to--cow--to--farm-- to--creamery--to--distribntion--to--grocerystore--to--family. 3. Discuss theflow chart -- the machinesand careers involved. 4. Divide the class into small groups.Have each pick an item and have them create flow chartsshowing the progress of the item and the machines and careersinvolved. 5. Have small groups share theirflow charts. Discuss how work fulfills the needs of society. 6. Post the flow charts. MS EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY VIII: UnderStanding How Work Relates to the Needs and Functions of the Economy and Society 3. Describetheeconomic contributionsworkers make to society.

Title: Goods and Services

Summary: Students play a buying and selling game with goods and services they have selected.

Handouts: None Pre-Post Question: How do workers move through society? Special Materials Needed: Drawing materials, play money

Procedure: 1. Have each student make a list of 10 favorite careers. Go around the room, with each student identifying one career they would like to role-play in a game. Other students cross that career off their list as it is selected by someone else. They can't choose it any longer. If a student gets all 10 careers crossed off before they can choose, then they may select any career from their list (which then will be duplicated in the game). You also select a career. 2. Each student then comes up with a picture of what that career has to sell or offer to others. They may draw apicture or find one in a magazine. You need a picture, too. 3. Have students get in a circle you, too. Produce a bundle of play money in small bills,enough for everyone to have a handful. Tell the group that the object is for all members of your society to sell their product or service and buy others and still have at least one dollar remaining. 4. Step into the middle of the circle and announce, "I work as a , and I amready to buy." Students who want to sell to you raise the pictures of their products and services. You pick one. That student steps into the circle anc' says to you, "I

work as a , and I have something to sell." The student then offers the drawing of what they have to sell, explains why you might want that product, and offers a price. The price may be negotiated. Once you buy, you return to the circle. 5. The seller now becomes a buyer, announcing, "I work as a

, and I am ready to buy." Again, students who wart to sell to the buyer raise their pictures. The buyer selects one. 6. When you get a new drawing, you become a new profession, and may offer that product or service for sale. If you get in the circle a second time,you must be able to identify your new profession, your product or service, and why the buyer might it. 7. Remind students that all members of the society must make it into the circle at least once. 8. After the game has run its course, discuss tle economic contributions of all workers to society. MS-VIII-3

121 MS EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY VIII: Understanding How Work Relates to the Needs and Functions of the Economy and Society 4. Describe the effects that societal, economic, and technologicalchange have on occupations.

Title: Technology

Summary: Students do a matching game to see how technology ha changed thewaythingsweredone years ago, then brainstorm technological changesin the present and future. Handouts: Then and Now (65) Pre-Post Question: How is technology changing our world?

Special Materials Needed: None

Procedure: 1. Distribute Then and Now handout and have students do the matching game. 2. Discuss results and ask what occupations could be affected by each development. Solicit more current technological changes -- computers, VCR, CD-ROM, television, solar power, space travel. 3. Divide classinto small groups andassign each a technological development. Have them brainstorm how their lives have been affected and also what careers could make use of that development. Each group should try to come up with 10 careers afZected. 4. Share results. MS CAREER PLANNING

COMPETENCY IX: Skills To Marie Decisions 1. Describe personal beliefs and attitudes.

Title: Oops...Your Values Are Showing

Summary: Student completes 25 "I Statements" which show beliefs, attitudes and values.

Handouts: Oops...Your Values Are Showing (31) Pre-Post Question: What am I like (not physical description)? Special Materials Needed: None

Procedure: 1. Distribute handout and have students complete it individually. 2. Divide class into small groups.Have them take turns reading their sentences. MS CAREER PLANNING COMFZTENCY IX: Skills To Make Decisions 2. Describe how career development is a continuous process with a series of choices.

Title: Career Quiz

Summary: Students complete a quiz which emphasizes career development as a continuous process.

Handouts: Testing Your Career Planning Knowledge (57 A-D)

Pre-Post Questions: See quiz

Special Materials Needed: None

Procedure: 1. Distribute quiz and have students complete it individually. Collect those papers. 2. Divide class into small groups and provide each group with a quiz. Have each group complete thequiz, discussing the answers. 3. Have groups share answers with the class; let discussions and arguments occur. 4. Distribute answers and review them. 5. Emphasize the part of the quiz that shows career development as a continuous process. 6. Give this quiz again a couple months later. Let students compare their answers from the first time. MS CAREER PLANNING COMPETENCY IX: Skills To Make Decisions 3. Identify possible outcomes of decisions.

Title: Last Decision On Earth

Summary: Students use decision-making process to decide which of 10 people will travel to another planet to continue life after earth is destroyed by pollution.

Handouts: Decisions, Decisions (59 A-B) The Decision-Making Process (45-A) Last Decision On Earth (45-B)

Pre-Post Question: How do I make complex decisions? Special Materials Needed: None

Procedure: NOTE: Doing all of below will take more than one class period. 1. Open a discussion on how people usually make decisions. List options on the board and discuss the merits of each, such as:

* Act without thinking * Go with the flow: whatever happens, happens * Think things through: weigh the options * Ask a friend or relative * Research possible alternatives * Don't do anything: decision by non-decision 2. Divide class into small groups and distribute Decisions, Decisions word search handout. Have a timed competition to see which group can :,et the most correct answers. Note: There are 18 words, one for each blank in the clues. 3. Share resu.As of word search. 4. (Day Two?)Distribute Decision-Making Process handout. Discuss steps. Tell class they are going to play a game, and should use those steps in their decision-making. 5. Distribute Last Decision On Earth handout. Have groups work on handout for 20-30 minutes. Each group creates a list of who they chose. 6. Post the lists. Lead a discussion comparing the differences. Keep referring back to the Decision-Making Process handout as students articulate their choices. 7. Ask volunteers to role-play the 10 individuals and have them argue why they should be permitted to go. Try to arrive at a class consensus.

MS-IX-3

1.25 MS CAREER PLANNING COMPETENCY IX: Skills To Make Decisions 4. Describe school courses related to personal,educational and occupational interests.

Title: School Courses and Me

Summary: Students identify school courses related to their interests. Handouts: School Courses (83) Pre-Post Question: What schoolcoursesrelateto my personal, educational and career interests?

Special Materials Needed: None

Procedure: 1. Divide class into small groups. 2. Distribute School Courses checklist. 3. Have students write on the checklist one personalinterest (hobby or recreational activity), one educationalinterest (subject they would like to study some day), and one careerinterest. 4. Then have them go through checklist of school courses. They write a "P" next to any course which relates to their personal interest, an "E" nexttoanycourse thatrelates totheir educational interest, and a "C" next to any course that relates to their career interest. Have them circle any coursewhich has two or more letters next to it. Requirestudents to have at least two of each letter on their paper. 5. Have students share with the small grouptheir three interests and the courses relating to them. The group mayassist a student to identify other school courses relating totheir three interests. MS CAREER PLANNING

COMPETENCY IX: Skills To Make Decisions 5. Describe how the expectations of others affect career planning.

Title: Family Job Tree

Summary: Students see the work history of their family and discuss expectations based on that history.

Handouts: Family Job Tree (10) Pre-Post Question: In what ways do you think your family history of jobs/careers might affect your career choices?

Special Materials Seeded: None

Procedure: 1. Discuss how one's background can affect career choices. 2. Distribute handout and have students complete Family Job Tree. NOTE: For some students this will take research. Others will not be able to fill out each branch. Additional "significant others" teachers, friends, heroes could be added to replace non-existent relatives. 3. Solicit specific examples where family background has affected career choice. MS CAREER PLANNING COMPETENCY IX: Skills To Make Decision:, 6. Identify ways in which decisions about education .and work relate to other major life decisions.

Title: The Story of Jamie

Summary: Students in groups writedifferentstoriesabout a hypothetical adult based on education and work decisions.

Handouts: None Pre-Post Question: How would adecision about school and work affect my life?

Special Materials Needed: None

Procedure: 1. NOTE: This activity relates to the Life Span activity in Competency III, Indicator 4. You may want students to complete that activity first. 2. Discuss life stages and rites of passage: Have students brainstorm a list on the board. Examples:

Birth, learn to walk and talk, school begins, change schools, puberty, first love, first job, high school graduation, full-time education complete,full-time work begins, marriage,children, divorce, career change, children leave home, retirement, death. 3. Brainstorm education/work choices that could be made in high school. Examples:

Drop out and not work. Drop out and work full-time for minimum wage. Graduate from high school and work full-time in entry-level job. Graduate from hi.gh school and go to community college part-time while working full-time in entry-level position. Graduate from high school and go to vocational school full-time. Graduate from high school and go to community college full-time. Graduate from high school and go to four-year college Graduate from high school and enter military. 4. Divide class into small groups and ask them each to write the story of "Jamie," a boy or girl whose life is changed by choosing one of the alternatives above. Assign an alternative to each group and then have group construct Jamie's life story, addressing the other major life decisions listed above. 5. Have groups read stories to class. Discuss how educational and work decisions can alter one's life.

MSIX-6 MS CAREER PLANNING COMPETENCY IX: Skills To Make Decisions 7. Identify advantages and disadvantages of various secondary and post-secondary programs for the attainment ofcareer goals.

Title: Job Training After High School Summary: Students create a chart analyzing different post-high school options.

Handouts: Job Training After High School (81 A-B)

Pre-Post Question: What are the advantages and disadvantagesof various post-high school training options? Special Materials Needed: Local information preferred Procedure: 1. Distribute Job Training After High School and leada discussion of the advantages and disadvantages of each. 2. Distribute the blank Training Comparisons chart.Discuss the four fact -)rs listed. 3. Divide class into small groups and have them brainstorm comparative levels for the various types of training. 4. Have small groups share with class. Createa master chart to be posted. NOTE: This chart will include -judgmentsbased on opinions and local factors. An example is providedbelow but no master with answers is provided because some ofyour answers may differ. POST-HICH SCHOOL TRAINING COMPARISONS

METHOD TIME COST DEPTH OF FLEXIBILITY SPENT TRAININGOF TRAINING

High School None None Shallow Low

Public Vocational Short Low Medium Low

Private VocationalShort High Shallow Low

Community CollegeMedium Low Medium Medium Public etlleges Long Medium Deep High

Private Colleges Long High Deep High

Graduate Schools Med./Long High Deep High

Apprenticeships Long Get Pay Deep Low

Military Long Get Pay Shallow Low

MS -IX -7

129 MS CAREER ' ?CANNING COMPETENCY IX: Skills To Make Decisions 8. Identify the requirements for secondaryand post-secondary programs. 1

Title: Courses for Entering

Summary: Studentswill discusshighschoolrequirements for various post-high school options.

Handouts: Courses for Entering (39)

Pre-Post Question: What high schoolsubjects should I take to prepare me for after high school?

Special Materials Needed: None

Procedure: 1. Discuss the concept of choosing coursesin high school based on post-high school plans. 2. Construct a blank handout of Courses for Entering by photocopying it, cutting out the middle and making a new master which just has the categories across the top and down the side. 3. Divide the class into small groups anddistribute the blank handout Courses for Entering. Have each group try tocomplete the chart with the number of years needed in each category. NOTE: A range may be permissible; check local requirements. 4. Have small groups present their results. Discuss differences. Use handout chart as guideline with localvariations. 5. Have each student write in left margin how many years of study they plan to have in each discipline by graduation.Then have them compare those numbers with each column on chart to see career groups they will be qualified to pursue. 6, NOTE: This activity does not address secondary options, which will be different in every school district. Your courseguide could be used to discuss those options. MS CAREER PLANNING

COMPETENCY X: Knowledge of the Interrelationship of Life Roles 1. Identify how different work and family patterns require varying kinds and amounts of energy, participation, motivation, and talent.

Title: Life Roles

Summary: Students create a hypothetical future, then analyze it. Handouts: None

Pre-Post Que!ftion: What are the advantages and disadvantagesof being married, having children, working full- time, being involved in community and recreational activities? Special Materials Needed: None

Procedure: 1. Write the following options on the board and discussthem: Marital status, number of children, work status (full-time,part- time, not working), career choice, community activities,leisure activities. 2. Divide class into small groups. Have each student select marital status,number of children,work status, career, one community activity and one leisure activity. They listeach role and also produce a paragraph profile of their future: "Iam a full- time airline pilot, married with two children. I volunteerwith the Big Brother/Big Sister program, and I like to ski." 3. Students share their paragraphs with theirgroup. As each reads their paragraph, the group picks one of the six itemswhich the student is to analyze in a second paragraph. Thatparagraph must tell how the selected role affects the otherroles, both positively and negatively.All students get their assignments first, then all work writing the second paragraph.Here's an example:

"Working full-time brings in more money formy family. But it also means I'm away from home a lot, and that makes it hard on myspouse and children.It also means I miss some of my Big Brother/Big Sister meetings. And I don't get to sk:ias much as I'd like to. But if I didn't work full-time, I wouldn't havemoney for skis anyway, or for the things I buy for the kids in the Big Brother/Big Sister program."

4. Students share their second graphs with theirgroup. 5. Volunteers share with entire class. 6. NOTE: This activity also is listed for Indicator5 of this Competency.

MS-X-1 131 MS CAREER PLANNING

COMPETENCY X: Knowledge of the Interrelationship ofLife Roles 2. Identify how work roles at homesatisfy needs of the family.

Title: Caring At Home

Summary: Students gain an appreciation for thecontributions of family members who care for the home.

Handouts: Help Wanted (89) Pre-Post Question: What does a homemakercontribute to the family?

Special Materials Needed: None

Procedure: 1. Distribute Help Wanted handout with nointroduction. Ask students to read job description -- how many areinterested in this position? (None) Ask them to try to identify whatthis job could be. Lead discussion until they come upwith Homemaker. 2. Divide class into small grour.,,s. Ask them to tryto identify the dozen careers which a homemaker performs.Ask them to try to estimate the worth of this contribution. 3. Share results. Here are some careers:

Nursemaid Food buyer Cook Dishwasher Dietician Housekeeper Sewer Laundry Worker Gardener Chauffeur Plumber Practical Nurse Bookkeeper Security Guard Deliverer Maintenance Worker 4. Use the current minimum wage to figure aminimum weekly salary at 99.6 hours per week. 5. Discuss how these duties get done whenall adults in a family work outside the home!

MS-X-2

132 MS CAREER PLANNING

COMPETENCY X: Knowledge of the Interrelationship of Life Roles 3. Identify personal goals that may be satisfied througha combination of work, community, social, and family roles. Title: Life Roles Autobiography

Summary: Students construct a booklet which examines them in six life roles: Individual, family member, learner,consumer, producer, citizen. They then extract goals from their role information.

Handouts: Me As...(67 A-E)

Pre-Post Question: How do I fit into the world aroundme? Special Materials Needed: Constructionpaper, drawing materials, staples or yarn. Procedure: 1. Discuss the concept of the six life roles. Writethem on the board. 2. Distribute the handouts in orderone at a time. Individual is first. Discuss likes, dislikes and abilities;have each student fill out the form, then share with the class. 3. Distribute Family Member handout. Discuss needsvs. wants. Have students complete and share. 4. Distribute Learner handout. Discuss methods oflearning. Emphasize learning as occurring everywhere, not justin school. Have students complete, referring to their individuallikes for assistance. Share. 5. Distribute Consumer handout.Discussgoods, services, transportation and recreation. Have students referto likes, needs, wants and learning for ideas. Share results. 6. Distribute Producer/Citizen handout. EmphasizeProducer can be in volunteer capacity (washing dishesor mowing lawn at home) and does not have to result in a visible product(but rather being a productive member of society). Make sure all studentsare able to complete Producer section. 7. Discuss Citizen roles. Have class brainstorm"adult roles" such as voting and holding office. Apply those to theschool and community activities. Citizen can be definedas citizen of the school,so voting and holding office do apply. Other examples: Following laws/rules; helping those less fortunate;paying taxes; cleaning neighborhood; reporting emergencies; communicating information. Share results. 8. Have students review their six roles andcome up with at least one goal for their future which fits the liferoles they have now. 9. Have students record that goalon a sheet of construction paper. On the other side have students make acover for their Life Roles Autobiography. Staple the sixpages to the cover. MS-X-3 133 MS CAREER PLANNING

COMPETENCY X: Knowledge of the Interrelationship of Life Roles 4. Identify personal leisure choices in relation tolifestyle and the attainment of future goals.

Title: Leisure Alternatives

Summary: Students complete a form to evaluate how they spendtheir leisure time on Saturdays.

Handouts: Leisure Alternatives (49) PrePost Question: Am I using Saturdays to bestadvantage?

Special Materials Needed: None

Procedure: 1. Discuss leisure time and its value in terms ofattainment of future goals. 2. Distribute Leisure Alternatives handout and have students complete it. 3. Discuss results, emphasizing positive and negatives uses of time in relation to future goals. MS CAREER PLANNING

COMPETENCY X: Knowledge of the Interrelationship of Life Roles 5. Describe advantages and disadantages of various life role options.

Title: Life Roles

Summary: Students create a hypothetical future, then analyze it. Handouts: None

Pre-Post Question: What are the advantages and disadvantagesof being married, having children, working full- time, being involved in community and recreational activities? Special Materials Needed: None

Procedure: 1. NOTE: This activity also was listed for Indicator 1 of this Competency. 2. Write the following options on the board and discussthem: Marital status, number of children, w'rk status (full-time,part- time, not working), career choice, community activities,leisure activities. 3. Divide class into small groups. Have each studentselect marital status,number of children,work status, career, one community activity and one leisure activity. They list eachrole and also produce a paragraph profile of their future: "Iam a full- time airline pilot, married with two children. I volunteerwith the Big Brother/Big Sister program, and I like to ski." 4. Students share their paragraphs with theirgroup. As each reads their paragraph, the group picksone of the six items which the student is to analyze in a second paragraph. Thatparagraph must tell how the selected role affects the other roles.both positively and negatively. All students get theirassignments first, then all work writing the second paragraph. Here'san example:

"Working full-time brings in more money formy family. But it also means I'm away from home a lot, and that makes it hardon my spouse and children. It also means I misssome of my Big Brother/Big Sister meetings. And I don't get to skias much as I'd like to. But if I didn't work full-time, I wouldn't havemoney for skis anyway, or for the things I buy for the kids in the Big Brother/Big Sister program."

5. Students share their second graphs with theirgroup. 6. Volunteers share with entire class.

MS-X-5 135 MS CAREER PLANNING

COMPETENCY X: Knowledge of the Interrelationshipof Life Roles 6. Describe the interrelationships between family, occupational, and leisure decisions.

Title: Time Priorities

Summary: Students complete a worksheetlisting things they must do and things they want to do as afamily member, student, worker, friend, memberof an organizationandfor themselves. Handouts: Time Priorities (71) Things I Like To Do (74)

Pre-Post Question: How do I setpriorities for my time?

Special Materials Needed: None

Procedure: 1. NOTE: The previous Indicator'sactivity also fulfills this Indicator. In addition, the activityThingsI Like To Do,for Competency III, Indicator 6, can be usedtc augment this activity. 2. Divide class into small groups.Distribute Time Priorities handout and have students complete it. They mayrefer to Things I Like To Do master for assistance. 3. Have students share with their group.Have them discuss how a decision in one categoryaffects activities in another category. M3 CAREER PLANNING

COMPETENCY XI: Knowledge of Different Occupations and '.'hanging Male/Female Roles 1'. Describe advantages and problems of entering non- traditional occupations.

Title: Non-Traditional Careers

Summary: Students designate traditional gender roles,discuss changes, discuss advantages andproblems of non- traditional careers, and select possible non-traditional career for themselves.

Handouts: Female /Male Job Checklist (68)

Pre-Post Question: Why should I consider a non-traditional career?

Special Materials Needed: None

Procedure: 1. Distribute Female/Male Job Checklist handout. Have each student check in the appropriate column (F or M) all the careers that have traditionally been mostly male or mostly female. Leave blank any that the student cannot designate. 2. Gothrough the list, with the class discussing the designations, citing evidence. Discuss how some are changing. 3. Divide class into groups and provide each group with a blank handout. Have each group designate the careers which they believe should stay mostly female or mostly male. 4. Have small groups share choices(if any).Discuss the advantages and problems of entering a non-traditional occupation.

ADVANTAGES DISADVANTAGES

Recognition/Fame Recognition/Infamy May have hiring advantage Co-workers may be hostile May be promoted faster May have tobreak new ground May get special treatment May get special treatment 5. Have students go through their original list and select at least one non-traditional career that they might consider entering. 6. Have each student share with class,telling why they selected their non-traditional career and what they see as the advantages and disOvantages of entering that occupation.

MS -XI -1 137 MS CAREER PLANNING COMPETENCY XI: Knowledge of Different Occupations and Changing Male/Female Roles 2. Describe the advantagesof taking courses related to personal interest,even if they are most often taken by members of the opposite gender.

Title: Courses by Gender

Summary: Students identify courses which traditionally are mostly one gender, then discuss advantages of pursuing personal interest even when in minority.

Handouts: School Courses (83) Pre-Post Question: Would I take a class even if it was mostly the opposite gender?

special Materials Needed:Your highschoolcourseguide (if available)

Procedure: 1. Have students complete the School Courses activity described in Indicator 4 of this competency. 2. Divide class into small groups. Distribute your local high school course guide,if available.If not,the School Courses handout will suffice. 3. Have small groups try to designate which courses might be mostly male or mostly female. NOTE: If possible, ,research this yourself ahead of time to be able to confirm student work. 4. Have students compare their course selections from the School Courses activity with gender designations just made. There likely will be some students interested in courses mostly made up of the opposite gender. 5. Have small groups brainstorm the advantages.and disadvantages of taking courses where you are in a gender minority. 6. Have small groups sharewith the class, including volunteers who are interested in courses mostly made up of the opposite gender.

MS-XI-2

138 MS CAREER PLANNING COMPETENCY XI: Knowledge of Different Occupations and Changing Male/Female Roles 3. Describe stereotypes, biases, and discriminatory behaviors that may limit opportunities for women and men in certain occupations.

Title: Gender Attitudes Summary: Students respond to 15 statements and obtain score of their gender biases.

Handouts: Attitudes Toward Sex Roles (78)

Pre-Post Question: How do I feel about women in the work world? Special Materials Needed: None

Procedure: 1. Distribute Attitudes Toward Sex Roles handout and have students complete it. 2. Go over each statement, inviting discussion and debate. 3. Have students tabulate their total score. Provide results as follows:

15-45 -- None or little gender bias 46-60 -- Some bias 61-75 -- Biased 76-90 -- Extremely biased

MS-XI-3 130 MS CAREER PLANNING

COMPETENCY XII: Understanding the Process of Career Planning 1. Demonstrate knowledge of exploratory processes and programs.

Title: Career Planning In My School District

Summary: Students learn about career programs in theirlocal district. Handouts: None

Pre-Post Question: What career planningprocesses and programs are available in my district?

Special Materials Needed: Local handoutsof career.processes and programs. Procedure: 1. Ask students if they know whatcareer planning programs are available in the district. 2. Distribute and discuss informationon those programs.

140

MS -XII -1 MS CAREER PLANNING

COMPETENCY XII: Understanding the Process of Career Planning 2. Identify school courses that meettentative career goals.

Title: School Courses and Career Goals

Summary: Students explore which courses they may need to meet post-high school goals.

Handouts: School Courses (83) Career Chart (87 A-J) Courses for Entering (39)

Pre-Post Question: What courses should I take in high school to pursue my interests beyondhigh school?

Special Materials Needed: None

Procedure: 1. NOTE:In the activity for Competency IX,Indicator IV (SchoolCourses handout master 83), studentsidentify school courses related to personal,educational and career interests. In Competency IV, Indicator VIII (Career Chart handout,master 87 A- J), they identify several careers which matchtheir interests and abilities. Do these prior to proceeding. 2. NOTE: While career exploration is encouraged, middleschool students should not be expected to be makingchoices about specific careers. A "tentative career goal" atthe middle school level might be: "Graduate from highschool withall four-yearcollege requirements completed." 3. Divide class into small groups. 4. Have students review their Schu.)1 Courses master,with particular focus on the courses related to career interests. 5. Havestudentsreview theCareer Chart master which identifies careers of interest to the student. Theypick two of those careers and refer back toSchool C.Jursesto identify additional courses of interest. 6. Have students work in small groups to identify thebroad educational requirements for the three careers selected.This information is identified in columns 29 and 30 of the CareerChart. Have each student determine whether theyprobably will need to pursue four or more years of college,vocational/community college training, or no additional full-time training. Tell groupseach student must have this answer. 7. Have students share with the group their listof three careers of interest and their tentativegoal regarding post-high school training. 8. Distribute Courses for Entering. Review with the classthe course requirements for graduation at yourschool and for entrance tomost four-yearcollege programs. Have students identify additionalcourses they may taketo pursue post-high school education linked to the three careers they are exploring.

MS -XII -2 141 MS CAREER PLANNING COMPETENCY XII: Understanding the Process of Career Planning 3. Demonstrate knowledge of academic and vocational programs offered at the high school level.

Title: Programs At My High School

Summary: Students learn about offerings at the high school. Handouts: School Courses (83)

Pre-Post Question: What courses are available at the high school? Special Materials Needed: Your high school guide (MANDATORY) Procedure: 1. Have students review School Courses handout (master 83), which has courses of interest to student circled. 2. Distribute your high school course guide. 3. Have students try to find in the high school guide all the courses circled on the School ^ourses handout. 4. Have students also identify any courses they circled on School Courses handout which are not available at your high school. 5. Have each student find at least one course they might want to take which is in the high school guide but was not circled on their School Courses sheet. MS CAREER PLANNING

COMPETENCY XII: Understanding the Process of Career Planning 4. Describeskills needed ina variety of occupations, including self-employment.

Title: My Own Business

Summary: Students produce a list of skills they could usein running their own business.

Handouts: Skills Checklist (82 A-D)

Pre-Post Question: Whatskills would I need to runmy own business?

Special Materials Needed: None

Procedure: 1. Discuss self-employment. Ask if anyone inthe class is self-employed. What aboutbabysitting, yard work, delivering newspapers, shoveling snow, cuttingfirewood? It is likely someone in the class is or has been self-employed. 2.Discuss what is different about self-employment versus working for others: Independent, no supervisor, set own hours,find work yourself, no benefits, total responsibility,overhead. 3. Divide class into small groups. Have each student answer the question: "If I were self-employed, I wouldwork as ." 4. Distribute Skills Checklist to each student. Havethem write the name of this self-employed career at the top ofthe first blank column. Have them write "I have" at the top ofthe second column, and "How I could get" at the top of the third. 5. Have small groups review each skill together. Ifit applies to a student's self-employed career, they check thefirst column. If it also is a skill the student already has, theycheck the second column. If the first column is checked and thesecond blank, the student must complete the third column -- howthey could acquire that skill. 6. Have volunteers read a list of all the skillswhich fit the career they identified. MS CAREER PLANNING COMPETENCY XII: Understanding the Process of Career Planning 5. Identify strategies for managing personal resources (e.g., talents, time, money) to achieve tentative career goals.

Title: Strategies for Training

Summary: Students discuss strategies for achieving various post- high school goals.

Handouts:Job Training (81 A-B) Lifestyle Worksheet (93-A) 10 Years From Now Fantasy Salary Worksheet (93 B-C) Pre-Post Question: How do I manage my talent, time and money to reach my goals? Special Materials Needed: None

Procedure: 1. For Indicator 2 of this Competency, students identified a tentative career goal of the type of post-high school training they may pursue.List on the board the types of post-high school training selected (refer to Job Training after. High School handout, master 81-A). 2. Distribute Training Comparisons handout(master 81 -B), which students may have completed for Competency IX, Indicator 7. If not, have them complete it per those directions. 3. Once the chart is complete, discuss strategies for managing talent, time and money to achieve various training goals. Discuss what this means in terms of high school study, part-time work, recreational interests, spending, etc. 4. Distribute Lifestyle Worksheet (93-A) and have students complete it. 5. Distribute 10 Years From Now Fantasy Salary Worksheet (93 B-C) and have students complete it. 6. Discuss results in light of post-high school training plans. Discuss how to save money between now and high school graduation.

MS-XI I -5 14.1 MS CAREER PLANNING COMPETENCY XII: Understanding the Process of CareerPlanning 6. Develop an individual careerplan, updating information fromthe elementary-levelplan andincluding tentative decisions to be implemented in highschool.

Title: 4-Year Plan

Summary: Students work on a preliminary4-year plan for high school.

Handouts:4-Year Plan (62) School Courses (83) Courses for Entering (39)

Pre-Post Question: What courses should I take inhigh school? Special Materials Needed: Your high school courseguide

Procedure: 1. NOTE: Some guidance personneladvise against working on a 4-year plan at the middle school level. 2. NOTE: This is a complex activitywhich often is done on an individual basis, but can be done successfullyin groups. 3. NOTE: The "Credits to 4-year U" columnis based on entrance requirements to public universities in Washingtonstate in 1994. Thesenumbersmayneed to bealtered based onyourlocal requirements. The "Credits to Graduate" columnhas been left blank intentionally and must be filled in based onthe requirements in your district. 4. To complete this activity, students musthave some idea of the type of post-high school trainingthey may want to pursue, and an idea of specific highschool courses tied to their interests. Your high school course guide worksbest here; School Courses is a lesser alternative. 5. Distribute Courses for Entering andreview local graduation requirements and four-year college entrancerequirements with student. 6. The 4-Year Plan form is designed so youand the student can track the number of courses taken in eachdiscipline, and compare the student'stotalwithgraduation andfour-yearentrance requirements. The 1 is for first semester andthe 2 is for second semester. There is room for two classesin each subject each semester; many of those lines may be leftblank. 7. Add horizontally: Total all lines in eachdiscipline and divide by two to show the current totalin each subject. 8. Add vertically: Total all lines verticallyand divide by two to show the number of credits earnedin any year. This is a good check of student work to make sureall classes have been listed. 9. Emphasize the preliminary nature of this4-year plan.

MS -XII -6 145 High School Student Career Competencies and Indicators

Self-Knowledge

Understanding the influence of a positive self-concept Ivory

II : Skills to interact positively with others Orchid

III: Understanding the impact of growth and development Salmon

Educational and Occupational Exploration

IV: Understanding the relationship between educational achievement

and career planning Canary

V: Understanding the need for positive attitudes toward work and learning Green

VI: Skills to locate, evaluate and interpret career information Gray

VII: Skills to prepare to seek, obtain, maintain and change jobs Gold

VIII: Understanding how societal needs and functions influence the nature

and structure of work Blue

Career Planning

IX: Skills to make decisions Buff

X: Understanding the interrelationship of life roles Pink

XI: Understanding the continuous changes in male /female roles Green Tint

XII: Skills in career planning Tan

1413 HIGH SCHOOL STUDENT Competencies and Indicators

Self-Knowledge COMPETENCY I: Understanding the influence of a positive self- concept. 1. Identify and appreciate personal interests, abilities, and skills. 2. Demonstrate the ability to use peer feedback. 3. Demonstrate an understanding of how individual characteristics relate to achieving personal, social, educational, and career goals. 4. Demonstrate an understanding of environmental influences of one's behaviors. 5. Demonstrate an understanding of the relationship between personal behavior and self-concept.

COMPETENCY II: Skills to interact positively with others. 1. Demonstrate effective interpersonal skills. 2. Demonstrate interpersonal skills required for working with and for others. 3. Describe appropriate employer and employee interactions in various situations. 4. Demonstrate how to express feelings, reactions, and ideas in an appropriate manner.

COMPETENCY III: Understanding the impact of growth and development. 1. Describe how developmental changes affect physical and mental health. 2. Describe the effect of emotional and physical healthon career decisions. 3. Describe healthy ways of dealing with stress. 4. Demonstrate behaviors that maintain physical and mental health.

Educational and Occupational Exploration

COMPETENCY IV: Understanding the relationship between educational achievement and career planning. 1. Demonstrate how to apply academic and vocational skills to achieve personal goals. 2. Describe the relationship of academic and vocational skills to personal interests. 3. Describe how skills developed in academic and vocational programs relate to career goals. 4. Describe how education relates to the selection of college majors, further training, and/or entry into the job market. 5. Demonstrate transferable skills that can apply toa variety of occupations and changing occupational requirements. 6. Describe how learning skillsare required in the workplace. COMPETENCY V: 7nderstanding the need for positive attitudes toward work and learning. 1. Identify the positive contributions workers make to society. 2. Demonstrate knowledge of the social significance of various occupations. 3. Demonstrate a positive attitude toward work. 4. Demonstrate learning habits and skills that can be used in various educational situations. 5. Demonstrate positive work attitudes and behaviors.

COMPETENCY VI: Skills to locate, evaluate and interpret career information. 1. Describe the educational requirements of various occupations. 2. Demonstrate use of a range of resources (e.g., handbooks, career materials, labor market information, and computerized career information delivery systems). 3. Demonstrate knowledge of various classification systems that categorize occupations and industries (e.g., Dictionary of Occupational Titles). 4. Describe the concept of career ladders. 5. Describe the advantages and disadvantages of self-employment as a career option. 6. Identify individuals in selected occupations as possible information resources, role models, or mentors. 7. Describe the influence of change in supply and demand for workers in different occupations. 8. Identify how employment trends relate to education and training. 9. Describe the impact of factors such as population, climate, and geographic location on occupational opportunitie... COMPETENCY VII: Skills to prepare to seek, obtain, maintain and change jobs. 1. Demonstrate skills to locate, interpret, and use information about job openings and opportunities. 2. Demonstrate academic or vocational skills required for a full or part-time job. 3. Demonstrate skills and behaviors necessary for a successful job interview. 4. Demonstrate skills in preparing a resume and completing job applications,. 5. Identify specific job openings. 6. Demonstrate employability skills necessary to obtain and maintain jobs. 7. Demonstrate skills to assess occupational opportunities (e.g., working conditions, benefits, and opportunities for change). 8. Describe placement services available to make the transition from high school to civilian employment, the armed services, or post-secondary education/training. 9. Demonstrate an understanding that job opportunities often require relocation. 10. Demonstrate skills necessary to function as a consumer and manage financial resources.

4 :) COMPETENCY VIII: Understanding how societal needs and functions influence the nature and structure of work. 1. Describe the effect of work on lifestyles. 2. Describe how society's needs and functions affect the supply of goods and services. 3. Describe how occupational and industrial trends relate to training and employment. 4. Demonstrate an understanding of the global economy and how it affects each individual.

Career Planning COMPETENCY IX: Skills to make decisions. 1. Demonstrate responsibility for making tentative educational occupational choices. 2. Iaentify alternatives in given decisionmaking situations. 3. Describe personal strengths and weaknesses in relationship to postsecondary education/training requirements. 4. Identify appropriate choices during high school that will lead to marketable skills for entrylevel employmentor advanced training. 5. Identify and complete required steps toward transition from high school to entry into postsecondary education/training programs or work. 6. Identify steps to apply for and secure financial assistance for postsecondary education and training.

COMPETENCY X: Understanding the interrelationship of life roles. 1. Demonstrate knowledge of life stages. 2. Describe factors that determine lifestyles (e.g., socioeconomic status, culture, values, occupational choices, work habits). 3. Describe ways in which occupational choicesmay affect lifestyle. 4. Describe the contribution of work to a balanced and productive life. 5. Describe ways in which work, family, and leisure rolesare interrelated. 6. Describe different career patterns and their potential effect on family patterns and lifestyle. 7. Describe the importance of leisure activities. 8. Demonstrate ways that occupational skills and knowledgecan be acquired through leisure.

COMPETENCY XI: Understanding the continuous changes in male/female roles. 1. Identify factors that have influenced the changingcareer patterns of women and men. 2. Identify evidence of gender stereotyping and bias in educational programs and occupational settings. 3. Demonstrate attitudes, behaviors, and skills that contribute to eliminating gender bias and stereotyping. 4. Identify courses appropriate to tentative occupational ch ices. 5. Describe the advantages and problems of nontraditional occupations.

1,10 COMPETENCY XII: Skills in career planning. 1. Describe career plans that reflect the importance of lifelong learning. 2. Demonstrate knowledge of post-secondary vocational and ac-Jemic programs. 3. Dar -,nstrate knowledge that changes may require retraining and upgrading of employees' skills. 4. Describe school and community resources to explore educational and occupational choices. 5. Describe the costs and benefits of self-employment. 6. Demonstrate occupational skills developed through volunteer experiencns, part-time employment, or cooperative education programs. 7. Demonstrate skills necessary to compare education and job opportunities. 8. Develop an individual career plan, updating information from earlier plans and including tentative decisions to be implemented after high school.

loll HIGH SCHOOL STUDENT

Competencies and Indicators

SELF-KNOWLEDGE COMPETENCY I: Understanding the Influence of a Positive Self- Concept 1. Identify and appreciate personal interests, abilities, and skills.

Title: Knowing Myself

Summary: Students complete a two-page questionnaire tying hobbies, interests, abilities, influences, beliefs, aptitudes and experiences to career choice.

Handouts: Self-Knowledge Worksheet (69 A-B) Pre-Post Question: How does my life so far connect with possible career choices? Special Materials Needed: None

Procedure: 1. Divide class into small groups. Distribute handout. Have groups go section by section, stopping to share before answering the last question(the career question) in each section.For example, the first section asks for a hobby or interest, then asks whatyou actuallydo in thathobby or interest. Thenthe questionnaire asks: "What career might this interest develop into?" Instead of trying to answer individually, have thegroup members share at this point so others can help with the career possibilities. 2. Have groups continue through sections in this manner. 3. Have class go through sheets;ask volunteers to share answers. Have class help anyone who had trouble listing careers. 4. Goal is for everyone in class to have every line completed. HS SELF-KNOWLEDGE

COMPETENCY I: Understanding the Influence of a Positive Self- Concept 2. Demonstrate the ability to use peer feedback.

Title: Criticizing

Summary: Students select three weaknesses,and are criticized about one of them. They discuss the criticism with a third party, then respond to the criticizer.

Handouts: How to Criticize (80-A) 10 Steps To Handling Criticism (80-B) Pre-Post Question: How do I respond when I am criticized?

Special Materials Needed: None

Procedure: 1. NOTE: This may be a stressful exercise. An alternative would be to role-play hypothetical situations but that does not show whether the student can respond to real criticism! 2. Distribute the handouts andlead adiscussionabout criticism. Go through the How to Criticize handout step by step, seeking examples of students experiencing correct and incorrect methods. Do the same with 10 Steps to Handling Criticism. 3. Divide the class into groups of three, selecting students who get along. You may need one or two groups of four. 4. Have each person write down a list of at least three things that they have been criticized about. They must be specific: "My room is too messy"; "I swear too much"; "I don't do my homework." Only one of the three may be about physical appearance. 5. Make a list yourself. Select two of your best students and do a role-play for the class. You are the one to be criticized. Hand your list to one student, the criticizer. Ask them to select one item from the list, and give them a few moments to decidehow to approach you with this criticism, using the How To Criticize handout. 6. Role-play the criticism. 7. Role-play out loud your own thoughts about the criticism (Step 6 from the 10 Steps handout). 8. Turn to the ( ier student and role-play step 7 from the 10 Steps handout.(Share the criticism with someone who knows you well, and ask what they think.) 9. Role-play out loud steps 8 and 9. 10. Role-play Step 10 with the criticizer. 11. Have the groups of three go through the process. Each person should get a chance to be the criticized, criticizer and best friend. Make sure the criticized shares out loud steps 6,8 and 9, which usually would be done by thinking. 12. Have small groups share with the class. HS-I-2 HS SELF-KNOWLEDGE COMPETENCY I: Understanding theIn. luence of a Positive Self- Concept 3. Demonstrate an understanding of how individual characteristics relate to achieving personal, social, educational, and career goals.

Title: Personality and Careers

Summary: Students complete a personality checklist, then relate their results to possible career choices.

Handouts: Personality Checklist (113)

Pre-Post Question: What am I like alisl how does that relate to possible careers? Special Materials Needed: None

Procedure: 1. Have students complete Personality Checklist. They must have at least 3 "Yes" answers! 2. Have students write a paragraph which includes all their "Yes" answers (and only Yes answers). 3. Divideclass into small groups. Eachstudent reads paragraph to the group. The group then brainstorms a list of at leastthreecareers which fit thatpersonality description. Students record that list under their paragraph. 4. Students write a paragraph addressing each of the careers suggested by the group, telling why they believe each career does or does not fit them. 5. Students share these paragraphs with their groups.

HS-I-3 5 3 HS SELF-KNOWLEDGE

COMPETENCY I: Understanding the Influence of a Positive Self- Concept 4. Demonstrate an understanding ofenvironmental influences of one's behaviors.

Title: Doing Without

Summary: Students analyze what they could"do without"in a geographically isolated community.

Handouts: Do Without List (72) Pre-Post Question: How would moving to an isolated place change my life?

Special Materials Needed: None

Procedure: 1. Distribute Do Without handout and have students rank the first list, with No. 1 being the thing they need most, and No. 14 the item they could most easily do without. 2. Have students share their No.1 and No. 14 selections. 3. Divide class into small groups and have groups rank the 13 items on second list, with No.1 the most frustrating item. 4. Have groups share. 5. Discuss other environmental factors,such as climate, topography, culture (holidays/mores), laws. HS SELF-KNOWLEDGE COMPETENCY I: Understanding the Influence of a Positive Self- Concept 5. Demonstrate an understanding of the relationship between personal behavior and self-concept.

Title: Me Poem

Summary: Students write a detailed poem that discusses behavior and self-concept.

Handouts: Me Poem (30) Pre-Post Question: What doI think of myself and how does that affect my behavior? Special Materials Needed: None

Procedure: 1. NOTE: This activity will work best ifyou, the instructor, are an example. Therefore, complete a poem about yourself and be willing to share it. 2. This poem will work best if students have firstcompleted Indicators 1-4 of this Competency. 3. Discuss how poetry can help bring to light one'sself- concept. Distribute the Me Poem handout and a copy ofa poem you have written about yourself. Review the instructions andeach line you wrote. 4. Tell students this is a privatepoem which does not have to be shared with anyone but the instructor. Have studentsrefer to handouts completed for previous Indicators of this Competency. 5. When poems are completed, ask for volunteers to sharepoems or discuss how they feel and how their behaviors may change based on what they wrote. Volunteer how your self-concept affectsyour behavior. Ask question such as, "How doesa shy and insecure person act around strangers?" "How does a confident and outgoingperson act?" HS SELF-KNOWLEDGE COMPETENCY II: Skills to Interact Positively With Others 1. Demonstrate effective interpersonal skills.

Title: Assertive Behavior

Summary: Students learn about assertive behavior and practice it in role-playing situations.

Handouts: Chart: Aggressive, Passive, Assertive Behavior (110-A) Assertiveness Inventory (110-B)

Pre-Post Question: How do I respond in an awkward situation? Special Materials Needed: None

Procedure: 1. Distribute Chart handout and discuss the three types of behavior and the feelings they produce. 2. Distribute Assertiveness Inventory Have students review each situation,writingin both aword and number to gauge discomfort as follows:

1 -- None 4 -- High 2 -- Little 5 -- Extreme 3 Some 3. Then have students circle all the S's to show situations most stressful to them. 4. Next have students score their "Response Probability," writing in a word and number as follows:

1 -- ALWAYS would do it 4 -- RARELY would do it 2 USUALLY would do it 5 NEVER would do it 3 -- MAYBE (Would do it about half the time)

5. Have them tabulate total of Response column:

20-40 -- Very Assertive 41-60 -- Somewhat Assertive 61-Up -- Not Assertive

6. Now divide class into small groups (four preferred). Assign each group one of the situations on the inventory.Give them several minutes to prepare a role-play. They must act the situation out three times -- one student acts aggressively, one passively, and one assertively. The fourth student is the recipient of all this behavior. 7. Conduct the role-plays. Discuss them. Discuss the value of assertive behavior,

HS -II -1

156 HS SELF-KNOWLEDGE COMPETENCY II: Skills to Interact Positively With Others 2. Demonstrate interpersonal skills required for working with and for others.

Title: Designing the Dog

Summary: Students play a game designing a dog on the board. They do it twice -- once the assembly-line method with no co- worker communication, then again using teamwork and pre- planning. Handouts: Designing the Dog procedure sheet (46 A-B) Pre-Post Question: What skills do I need to work with others today and how are those skills different from the old assembly-line methods of production? Special Materials Needed: Colored chalk or markers, timer

Procedure: 1. The game is described in detail on the handout. It can be used for multiple discussion purposes, including: the value of pre- planning and teamwork; the need for creative thinking and critical thinking; the need for high-level communication skills; the changes in production methodology.

HS-II-2 HS SELF-KNOWLEDGE

COMPETENCY II: Skills to Interact Positively With Others 3. Describe appropriate employer and employee interactions in various situations.

Title: Situations At Work

Summary: Students role-play situations at work, volunteer real- life experiences, and discuss work interactions.

Handouts: Situations At Work (109 A-B)

Pre-Post Question: How do I handle stressful situations at work?

Special Materials Needed: None

Procedure: 1. Discuss assertive behavior. Itis preferable to first complete the activities for Indicator 1 of this Competency. 2. Distribute theSituations At Work handout. Someare situations; others are letters which can be turned into situations. Divide the class into groups and assign a situation to each one. Tell them they will role-play solutions. 3. Have the groups come up with the best possible solution and also a poor solution. 4. Have groups role-play. 5. Discuss results. Categorize poor solutions as aggressive and non-assertive. Emphasize the positive results of assertive behavior. 6. Ask students to present real-life situations from their own work experiences. Discuss what the student actually did, and ask for suggestions of how they might have responded.

HS-II-3

158 HS SELF-KNOWLEDGE COMPETENCY II: Skills to Interact Positively With Others 4. Demonstrate how to express feelings, reactions, and ideas in an appropriate manner.

Title: Your Point of View

Summary: Students look at picture which could be Old Lady or Young Girl and discuss opposing viewpoints with a partner.

Handouts: Pictures ABC (3 A-B-C) Pre-Post Question: How do I deal with people who have different beliefs than I do?

Special Materials Needed: None

Procedure: 1. Discuss feelings and beliefs and how opposing viewpoints can co-exist. Have class brainstorm beliefswhich are opposed religion, politics,etc. Make a list on the board of opposing beliefs held by members of the class. 2. Divide the class into two equa: groups. Each group receives a picture. One group receives Picture A and the other groupPicture B. Do not identify the pictures in any way or use the terms "Old Lady" or "Young Girl." Ask each group to write a description of the person in the picture, including sex, clothing,hairstyle and age. 3. Each member of the Picture A group is then paired with a member of the Picture B group.(One threesome may be required if there is an uneven number of participants). Each pair is given a copy of Picture C. Each pair is then asked todiscuss their beliefs about the person in the picture, including sex, clothing, hairstyle and age. 4. After the discussions/arguments have proceeded for a while, write the following sentence on the board: "I respect your opinion that the picture looks more like a than a Tell class that they do not have to convince their partner to change views only to willingly make the above statement. Allow discussions to proceed. 5. Have the whole group discuss results. If some were unable to make the above statement,ask them to explain why. Discuss respect for opposing viewpoints. Ask them: Once you perceive the picture one way, is it difficult to see it another way? How sure were you at the beginning of your discussion? At whatpoint did you begin to doubt? How did the negotiations proceed? Discuss assertive behavior versus aggressive and non-assertive. (See Indicator 1 of this Competency).

HS-II-4

1 5 HS SELF-KNOWLEDGE

COMPETENCY III: Understanding the Impact of Growth and Development 1. Describe how developmental changes affect physical and mental health.

Title: My Life Spat

Summary: Students create a timeline of significant growth and changes, then classify them as physical, intellectual or social/emotional.

Handouts: Life Span Chart (90)

Pre-Post Question: How do the changes I go through affect my physical and mental health?

Special Materials Needed: None

Procedure: 1. Discuss life stages, changes and rites of passage: Have them brainstorm a list on the board. Examples:

Birth, learn to walk and talk, school begins, change schools, puberty, first love, first job, high school graduation, body growth complete, full-time education complete,full-time work begins, marriage, children, divorce, career change, children leave home, retirement, old age, death.

2. Give students Life Span Chart handout. Discuss the "average woman" described on the chart. 3. Have students fill in their own Life Span Chart to the current time. 4. Have students imagine their future, creating their own Life Span Chart, utilizing whichever items they deem appropriate. 5. Seek volunteers to share. Encourage students to add to their charts. 6. On the board, categorize the stages mentioned into one of three groups: physical, intellectual, social/emotional. Some may fit more than one category. Discuss how the changes affect the three types of health. Examples:

Physical: Birth, puberty, body growth co:plete, old age, death. Intellectual:Learn to walk and talk, first job, high school graduation, full-time education complete, full-time work begins, career change. Social/emotional: Learn to walk and talk, school begins, change schools, puberty, first love, first job, high school graduation, full-time education complete,full-time work begins, marriage, children, divorce, career change, children leave home, retirement, old age. 7. This activity also used for Competency X, Indicator 1. HS-III-1

1[30 HS SELF-KNOWLEDGE COMPETENCY III: Understanding the Impact of Growth and Development 2. Describe the effect of emotional and -physical health on career decisions.

Title: Life Changes and Careers

Summary: Students identify life changes which could cause difficulty in their identified career,then identify careers whichcouldnot be performed withcertain physical or emotional infirmities.

Handouts: Life Span Chart (90)

Pre-Post Question: Howcould myphysical ,_ emotionalhealth affect my chosen career?

Special Materials Needed: None

Procedure: 1. Have students identify a career they are interested in. 2. Have students complete Life Span chart as described in previous Indicator. 3. Have students identify changes on Life Span chart which could require a change in the career selected tr restrict success by limiting time or energy. Have students wri-_e a "T" by the life changes which could restrict time, an "E" by the life changes which could restrict energy, and a "CC" by the life :hanges which could require a career change. 4. Have students share with class. 5. Have students brainstorm physical a_td social/emotional infirmities. Examples of the latter: Alcohol/drag abuse, difficulty handling stress, difficulty handling anger, inability to work with -.he opposite gender,claustrophobia,fear cf heights, obesity, -norexia, fear of public speaking, racism, hyperactivity, stuttering. (Yes, many of the above have phys : :al factors but they are primarily social conditions.) 6. List both types of infirmities on the board. 7. Divide the class into small groups ant have each select a physical infirmity and a social/emotionalinfirmity. Have them try to list as many careers as possible which absolutely could not be performed with that infirmity. 8. Have small groups share.

HS -III -2

16t HS SELFKNOWLEDGE

COMPETENCY III: Understanding the Impact of Growth and Development 3. Describe healthy ways of dealing with stress.

Title: Stress & Me

Summary: Students gain insight about what causes them stress, how that stress is manifested, and how to cope. Handouts: Dear Me (AB)

PrePost Question: What causes me stress? How does my stress show? How can I cope?

Special Materials Needed: None

Procedure: 1. Discuss stress as a normal part of life; ask for examples of situations that cause stress for class members. 2. Distribute Dear Me handout. Have students fill out the first page only. Ask for volunteers to share their sentences. 3. Discuss symptoms of stress, the Body Reactions chart and the effect on health. 4. Have students complete the second page of Dear Me. Discuss positive ways of coping with stress. Here are some examples: Exercise Take a walk Take a break Talk to a friend Play with a pet Sleep Draw Meditate Write in a diary Concentrate harder Do a hobby Punch a punching bag Play a sport Breathe deeply Ask for help Listen to music Close my eyes Read Go outdoors Get by myself and yell

HSIII-3

162 HS SELF-KNOWLEDGE

COMPETENCY III: Understanding the Impact Growth and Development 4. Demonstrate behaviors thatmaintain physical and mental health.

Title: Health Habits

Summary: Students will have a health "score." Handouts: Health Habit Quiz (32)

Special Materials Needed: None Pre-Post Question: How healthy am I?

Procedure: 1. Have students complete quiz. 2. Identify those with highest scores. 3. Lead discussion about why many do notmaintain healthy behaviors. 4. Optional: Have each student select one of20 behaviors which they will adopt. Have them keep a dailylog of performance. Discuss progress weekly.

HS-III-4

163 HS EDUCATIONAL AND OCCUPATIONAL E'PLORATION COMPETENCY IV: Understanding the Relationship Between Educational Achievement and Career Planning 1. Demonstrate how to apply academic and vocational skills to achieve personal goals.

Title: My Skills

Summary: Students rank themselves in 24 skills they select.

Handouts: Skills Checklist (82 A-D) My Skill Record (76) Pre-Post Question: What skills do I possess?

Special Materials Needed: None

Procedure: 1. Distribute the Skills Checklist and have students select the 24 they like best and record those names on the My Skill Record handout. 2. Divide class in small groups. Have them take turns naming a skill identified. Group decides how to label the skill and all students listing that skill write in the left margin as follows: an "A" for an "academic" skill,a "V" for a "vocational" skill, an "AV" if it is both, and an "N" if it is neither. 3. Now have students rate their mastery of that skill on My Skill Record, with a 1 for Observed, 2 for Practiced and 3for Acquired (total of 6 possible for any skill). 4. Have students total the entire sheet to come up with an overall skills score. 5. Have students total an academic skills score (all the "A's" and "AV's"),and a vocational skill score(all the "V's" and "AV's"). 6. Have students share and compare their scores. 7. Discuss the value of this knowledge in setting personal goals and pursuing post-high school training options. 8. Discuss the school coursesin which these skillsare developed.

HS-2I17-1

16.1 HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY IV: Understanding the Relationship Between Educational Achievement and Career Planning 2. Describe the relationship of academic and vocational skills to personal interests.

Title: Skills and Interests

Summary: Students identify skills related to two personal interests, and compare those results with skill ratings developed in the previous Indicator.

Handouts: Skills Checklist (82 A-D) My Skill Record (76) Pre-Post Question: How do my personal interests relate to academic and vocational skills?

Special Materials Needed: None

Procedure: 1. NOTE: Have students first complete the activity described in the previous Indicator,in which they rate themselves in 24 skill areas. 2.In blank columns1 and 2on the Skills Checklist, have students identify two recreational-hobby activities they enjoy and do on a regular basis. These may be in school or out of school. They must be"activitiesyoucould tellyour parentsabout" (nothing illegal, sexual, etc.). They also must bespecific. ("Hanging with my friends" doesn't cut it.) 3. Divide class into small groups. The group goes through each sk 11 on the checklist, with group members calling out the names of their personal interests; group helps each person decide if that skill could be useful for that interest. Put a checkmark if the answer is yes. 4. Now have students get out My Skill Record completed for the previous indicator. They go back through the checklist and in the third blank column put their score and the type of skill ("A" for an "academic" skill, V" for a "vocational" skill,"AV" if it is both, and "N" if it is neither). 5. Have students compare their scores with the skills needed for the interests they identified. 6. Have students share with class

HS-IV-2 HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY IV: Understanding the Relationship Between Educational Achievement and Career Planning 3. Describe how skills developed in academic and vocational programs relate to career goals.

Title: My Abilities and Careers

Summary: Students complete a 30-question survey and then link their answers with career groups and specific careers. Handouts: I Am Good At/Career Chart (87 A-J)

Pre-Post Question: How do my abilities match up with careers? Special Materials Needed: Highlighter markers

Procedure: 1. Distribute I Am Good At...handout and have students complete it. 2. Pass out Career Chart, have them review it and select their three favorite categories. 3. Pass out highlighters. For each of their three favorite career categories, have them highlight vertically each of the 30 items they checked on the survey. While doing this they shouldpay no attention to the career names! 4. When done, they examine each career (horizontally)on the chart.For each highlighted career,they count the number of highlighted dots and the total number of dots, displaying their score as a fraction: 9/14 would mean 9 highlighted dots out of 14 dots total. 5. Have them figure out which careers are their closest matches. Whenmore thanhalf the dots for any career are highlighted it is considered a match. Having all but twoor three dots highlighted means an extremely close match. 6. Have them figure cut which cluster they matched most closely. 7. OPTION: Do more than three clusters.

HS-IV-3 166 HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY IV: Understanding the Relationship BetweenEducational Achievement and Career Planning 4. Describe how education relates to the selection of college majors, further training, and/or entry into the job market.

Title: Courses for Entering

Summary: Studentswill discusshighschool requirements for various post-high school options.

Handouts: Courses for Entering (39) Modified

Pre-Post Question: What high school:subjects should I take to prepare me for after high school?

Special Materials Needed: Modify handout. See Step 2 below.

Procedure: 1. Discuss the concept of choosing courses in high school based on post-high school plans. 2. Construct a blank handout of Coursesfor Entering by photocopying it, cutting out the middle and making a new master which just has the categories across the top and down the side. 3. Divide the class into small groups and distribute the blank handout. Have each group try to complete the chart with the number of years needed in each category. NOTE: A range may be permissible; check local requirements. 4. Have small groups present their results. Discuss differences. Use handout chart as guideline with local variations. 5. Have each student write in left margin how many years of study they will have in each discipline by graduation. Then have them compare those numbers with each column on chart to see career groups they will be qualified to pursue.

HS -IV -4

167 HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY IV: Understanding the Relationship Between Educational Achievement and Career Planning 5. Demonstrate transferable skills that can apply to a variety of occupations and changing occupational requirements.

Title: The Skills Employers Want

Summary: Students learn about the skills most in demand

Handouts: Workplace Basics: A checklist (84) Skills Checklist (82 A-D) My Skill Record (76)

Pre-Post Question: What skills do today's employers want most, and which of them do I have?

Special Materials Needed: None

Procedure: 1. Ask students what they think employers want most in an employee. Brainstorm a list on the board. 2. Have students rank the skills listed. Students likely will list experience and dependability at the top. Tell them you have a surprise -- they've missed some of the top ones and have listed ones that aren't on the list. 3. Distribute the Workplace Basics checklist. Go over each one and discuss what they mean. For each, ask,"Who has this skill?" Call on students to describe what they have done to demonstrate they have the skill. Have each student list personal answers on the handout. 4. Distribute the Skills Checklist and have students select any they wish and record their level of mastery on the My Skill Record handout, with a 1 for Observed,2 for Practiced and 3 for Acquired. They should fill every line on My Skill Record, then add up their total for the sheet to come up with an overall skills score. This will already have been done if students completed the activity for Indicator 1 of this Competency. 5. Have students select two careers they want to explore, writing the names of the careers above the first two blank columns on the Skills Checklist. 6. Divide class into small groups. The group goes through each skill, with group members calling out the names of their careers; group helps each person decide if that skill could be useful for the career. Put a checkmark if the answer is yes. 7. Have them circle all skills which could apply to both careers. 8. Now get out My Skill Record again. Go back through and put the score on My Skills Checklist in the third blank column. 9. Have students see their scores for the skills needed in the careers they identified. Have students share with class. HS-IV-5

163 HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY IV: Understanding the Relationship Between Educational Achievement and Career Planning 6. Describe how learning skills are required in the workplace.

Title: The Return on Your Investment

Summary: Students see how post-high school training increases income. Handouts: The Return on Your Investment (63) Special Materials Needed: None

Pre-Post Question: Whatis my education worth,in dollars and cents?

Procedure: 1. Divide class into teams and have them complete handout in a designated period of time, keepingtheir answer secret. 2. See who has the correct answer. 3. Discuss the value of post-high school education.

HS-IV-6

16 HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY V: UnderstandingtheNeed forPositiveAttitudes Toward Work and Learning 1. Identifythe positivecontributionsworkersmaketo society.

Title: Ball of String

Summary: Students select occupations and then pass a ball of string from student to student to show the interconnectedness of careers and the value of work. Handouts: None

Pre-Post Question: How does work help society? Special Materials Needed: Ball of string, name tag materials

Procedure: 1. Have each student select a career, making sure there is no duplication and also a good cross-section. 2. Have each student make a name tag listing the career chosen so it can easily be identified. 3. Arrange the students in a circle. Hand the string to any student; have them hold the end of the string and describe what they do in their career. 4. When the student is finished, ask, "Who might make use of this career?" Select any student who raises hand, and ask, "How would you make use of this career?" If student answers appropriately, the ball of string is unrolled and passed to that student, with the first student still holding the string. 5. The second student now describes what is done in their career. Again, you ask, "Who might make use of this career?" A third student is selected and asked, "How would you make use of this career?" Assuming an appropriate answer, the ball of string is passed to that student, with the second and first students still holding on to the string. 6. This process continues until the string has passed through all hands. The string should be held taut, to show the connections and overlapping across the circle. 7. Now select a couple students to be removed from the circle, indicating illness, retirement, laid off, replaced by new technology, etc. Discuss what happens to the string -- it goes slack, there are holes in the "safety net." Who takes up that slack? Discuss the importance of all work to society. 8. Now discuss what happens to those workers who are "outside the circle, outside the safety net." How do they buy products and services? What might happen to a 'orker upset about losing a job? Discuss alcohol abuse and other possible effects. 9. Now bring those workers back into the circle. What happens to the poverty? What may happen with the alcohol abuse and other social symptoms? HS-V-1 17 0 HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY V: Understandingthe NeedforPositiveAttitudes Toward Work and Learning 2. Demonstrate knowledge of the socialsignificance of various occupations.

Title: The Most Valuable Careers

Summary: Students make a list of values, then brainstorm insmall groups the careers which exhibitthose values most and least. They alsoidentify the"top career"in our society.

Handouts: None Pre-Post Question: Which careers are considered the mostvaluable to our society, and why?

Special Materials Needed: None

Procedure: 1. Ask students what they want most from a career.Brainstorm a list on the board. You willwind up with a list of values: Money, fame, power, prestige, leisure time, variety, intellectual challenge, travel, helping others, working with people,security, etc. 2. Divide the class into groups. Have them identify upto three careers for each value on the list -- careerswhich exhibit that value in our society. Careers may appear on morethan one list. 3. Have groups rank the careers for each value, so theyhave what they consider to be the career which most stronglyexhibits each value. 4. Have groups also identify up to three careers whichwould be at the bottom of the list for each value -- which do NOTexhibit that value. 5. Have groups select one career which they thinkexhibits more of the values than any other --in other words, the top career in our society. 6. Have groups share. Discuss the social significanceof careers.

HS-V-2 171 HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY V: Understanding theNeedforPositiveAttitudes Toward Work and Learning 3. Demonstrate a positive attitude toward work. Title: Why People Work

Summary: Students brainstorm why people work, then categorizethe reasons into broad categories. Handouts: Reasons Why People Work (77)

Pre-Post Question: What can be gained by working? Special Materials Needed: None

Procedure: 1. Have class brainstorm why people work.Record ideas on board.. 2. Distribute Why People Work handout. Categorizeideas on board by the eight categories listed. 3. Divide class into small groups with the task of prioritizing the eight generalreasons. 4. Have groups share their order; discuss differences. HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY V: UnderstandingtheNeed forPositiveAttitudes Toward Work and Learning 4. Demonstrate learning habits and skillsthat can be used in various educational situations.

Title: Following Directions (withhold title from students)

Summary: Students do exercise which may trick theminto not following directions.

Handouts: Quiz (4)

Pre-Post Question: What is the most important study skill? (Following directions)

Special Materials Needed: None

Procedure: 1. Do not tell students the name of the activity. Pass out the exercise and give instructions as you normally would forquizzes and exercises. Tell them this is not a timed test, andstudents should take their time.Emphasize that no student may share information about this test with another student. 2. Observe how many students actually follow the directions to "Read everything completely before doing anything."When some students who followed directions are finishedwith the exercise, ask how many are still working.See if that question inspires others to follow the directions more closely. 3. When some students have completed the paper,stop the group. Let one student explain how theyfinished so quickly. Lead a discussion about followingdirections. 4. Seek six volunteers to read the statement "I Don't Care What You Think" shown on The Closed Mind handout. Havethem read the statements to the class quickly. Then go back andhave each read their statement, stopping after each and askingthe class the difference in meaning. Discuss how inflection changes the meaning of words. 5. Discuss listening as a skill. Distribute the Closed-Minded Ear handout and discuss the 10 reasons we fail tocommunicate. 6. Discuss other learning habits and skills. HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY V: UnderstandingtheNeed forPositiveAttitudes Toward Work and Learning 5. Demonstrate positive work attitudes and behaviors.

Title: Self-Rating On Important Traits

Summary: Students score themselves on 25 worker traits. Handouts: Self-Rating On Important Traits (35)

Pre-Post Question: What qualities do I have that makeme a good worker? Special Materials Needed: None

Procedure: 1. Distribute Self-Rating On Important Traits handout.Do not have students complete individually. Instead, have entire classgo trait by trait, discussing what the traitmeans. After each trait is discussed, students rate themselves. 2. Rather than checkmarks, have students enter scoringas follows: Very High 5 Above Average 4 Average 3 Below Average 2 Weak 1

This would produce an "average" total of 75(3 all the way down) and a maximum score of 125. 3. Have each student select threeareas where they could improve and write a paragraph statement for each, describinghow they could improve. 4. NOTE: The Work Rating Scale handout (61) does about the same thing but with fewer qualities, an easier reading level, and three choices instead of five.

HS-V-5

171 HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY VI: Skills to Locate,Evaluate and Interpret Career Information 1. Describe the educational requirements of various occupations.

Title: Career Training

Summary: Students learn the training requirements ofseveral careers they have identified.

Handouts: Career Training (115)

Pre-Post Question: What training is needed for thecareers I am thinking most about? Special Materials Needed: None

Procedure: 1. Divide class into small groups. Have each student identify on paper three careers they want to explore,and the type of training they eventually plan to get (on-the-job, vocational, community college, four-year college, more). 2. Have each group make a master list of thecareers and put it in the middle of their table. 3. Distribute Career Training handout. Have group members work to find the training level for all the careers on the master list, and write the training choices next to thecareer. NOTE:Some careers ma aear in several trainincate ories because there is more than one way to train for that career. 4. Have students copy from the master list on to theirown, comparing the training they listed with the training required. 5. Have groups share master list. 6. Ask how many students listed a training choice which could work for all three of the careers they listed. Have several share. How many listed a training choice that works for two out of three? Share. One out of three? Shax,_4. None out of three? Share. 7. Ask who is considering a different level of training based on information learned in this exercise. From what to what? 8. NOTE: I Am Good At/The Career Chart handout (87 B-G) also provides career training information in columns 29 and 30.

HS-VI-1

1_75 HS EDUCATIONAL AND OCCUPATIONALEXPLORATION COMPETENCY VI: Skills to Locate,Evaluate and Interpret Career Information 2. Demonstrate use of a range of resources(e.g., handbooks, career materials, labormarket information, andcomputerized career informationdelivery systems).

Title: Career Resources in my Schooland Community

Summary: Students compile a master listof resources. Handouts: None Pre-Post Question: What career resources areavailable to me?

Special Materials Needed: Phone-books, useof telephone

Procedure: Itis 1. Meeting this Indicator requireslocalresearch. advisable that the instructor complete someof this research prior to introducing this subject tothe class. Make a list of questions appropriate to your community:

Does your school district have aCareer Center? Career books in the library? A computerinformation system in the library? A careers class? ADiversified Occupations class? Ajob placement office? A counselor who helpsseniors with post-high school placement? A career developmentphilosophy?

Does your community have a CareerCenter? Career books in the public library? A computerinformation system? A job placement office? A Chamber of Commerce?Union halls? A business-labor- education partnership council? Ayouth employment service?

2. Put students in partners.Assign each team a question to answer. Provide them withphone books, telephones, passesto the each library, etc., so they may answer thequestions. Have partnership make sure to ask aboutself-employment opportunities. 3. Compile a master list of careerresources. 4. Make arrangements toutilize those resources so students may develop skillsin using them.

HS -VI -2

176 HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY VI: Skills to Locate,Evaluate and Interpret Career Information 3. Demonstrate knowledge of various classification systems that cateaorize occupations and industries (e.g., Dictionary of Occupational Titles).

Title: Data-People-Things Summary: Students do interest survey to identify themselves as most interested in data, people or things, followed by introduction to various classification systems.

Handouts: Data-People-Things (47) DOT (52 A-B) GOE Interest Areas (53-A) SOC Groups (53-B)

Pre-Post Question: How are careers classified?

Procedure: 1. Distribute Data-People-Things survey and have students complete it. Emphasize the categories when discussing results "You're a people person; you're an information expert; you're great with things." 2. Divide students into groups by results data, people and things. Limit groups to four or five; you may have several groups for each of the three categories. 3. Have small groups brainstorm as many careers as possible which primarily deal with their category. Discuss that mostcareers will have some overlap but do have a primary designation. 4. Have groups Share with class. 5. Distribute L;T/GOE/SOC handouts. Discuss these grouping systems. As you go through, ask students to help you label each broad category in each grouping system by data-people-things. Take each group and put the three words data-people-things in order according to their importance for that group. For instance, the first DOT category is Professional, Technicaland Managerial Occupations. That group works most with data, next people, then things. 6. Have students mark the data-people-things order on their handouts, then circle all the categories which start with their "type" (data, people or things). NOTE: Like the Dictionary of Occupational Titles, The Guide for Occupational Exploration is a reference book. Another reference book, the Occupational Outlook Handbook, uses SOC codes. All of these are available through the U.S. Government Printing Office. If you have any of those books,you can do much more with this Indicator.

HS-VI-3

177 HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY VI: skills to Locate, Evaluate and Interpret Career Information 4. Describe the concept of career ladders.

Title: The Career Sphere

Summary: Students discuss traditional career ladders, thesphere of today, and do an exercise comparing the two.

Handouts: Ladders and Spheres (107) Skills Checklist (82 A-D)

Pre-Post Question: What is a career ladder and how doesit work in today's society?

Special Materials Needed: None

Procedure: 1. NOTE:It is advisable that students first complete the activity for Competency IV,Indicator 5, which emphasizes the concept of transferable skills. 2. Ask students how workers advance. They may mention the traditional method of "working your way up within a company." 3. Draw a ladder on the blackboard and designate the rungs: helper, apprentice, worker, manager, supervisor, owner. 4. Discuss this as the traditional concept. But how doesit work in a society in which workers will have 10 to15 different employers, with much of middle managementeliminated, and most workers expected to have critical thinking skills? 5. Distribute the Career Sphere handout. Ask them howthey think this sphere could function as the "new ladder oftoday." Discuss how workers with transferable skills can movein any direction -- not just up but around the globe, changing notonly employers but careers as the workplace evolves.Emphasize the flexibility offered by this new "amoeba-shaped" system. 6. Divide the class into groups and assign each a career. Have each group create a traditional ladder for that career, then go through the Skills Checklist handout and list all the transferable skills of that career. Here's an example: Fast food worker traditionalcareer ladder:probationary worker doing clean-up, cashier, drive-up window worker, cook, assistant manager, manager, district manager, franchise owner. Fastfood worker transferableskills: ability tolearn, arithmetic, computers, cooking, cooperating, explaining,figuring things out, finding mistakes, following directions, getting along, handling stress, improvising, keeping records, listening, managing money, manual dexterity, observing, organizing,etc. 7. Now have groups brainstorm 10 other careers that could use those transferable skills. They may already have someideas from the Skills Checklist activity done previously. 8. Have groups share with the class. HS-VI-4 HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY VI: Skills to Locate,Evaluate and Interpret Career Information 5. Describe the advantages anddisadvantages of self- employment as a career option.

Title: My Own Business

Summary: Students produce a list of skills they could use in running their own business. Handouts: Skills Checklist (82 A-D)

Pre-Post Question: What skills would I need to run my own business?

Special Materials Needed: None

Procedure: 1. Discuss self-employment. Ask if anyone in the class is self-employed.Whataboutbabysitting, yard work, delivering newspapers, shoveling snow, cutting firewood? It is likely someone in the class is or has been self-employed. 2. Have them describe the advantages and disadvantages. Brainstorm on the board a list of differences about self-employment versus work3mg for others:Independent, no supervisor,set own hours, find work yourself,no benefits,total responsibility, overhead. Identify the advantages and disadvantages. 3. Brainstorm some self-employment opportunities. Ask about parents who may be self-employed. Examples: Retail business owner, musician, actor, consultant, artist, writer, contractor, repairer, counselor, lawyer, doctor. 4. Divide the class into small groups.Have each student answer the question: "If I were self-employed,I would work as 5. Distribute Skills Checklist to each student. Have them write the name of this self-employed career at the top of the first blank column. Have them write "I have" at the top of the second column, and "How I could get" at the top of the third. 6. Have small groups review each skill together. If it applies to a student's self-employed career, they check the first column. If it also is a skill the student already has, they check the second column. If the first column is checked and the second blank, the student must complete the third column how they could acquire that skill. 7. Have volunteers read a list of all the skills which fit the career they identified.

HS-VI-5 173 HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY VI: Skills to Locate,Evaluate and. Interpret Career Information 6. Identify individuals in selected occupations as possible information resources, role models, or mentors.

Title: Local Resources

Summary: Students compile a directory of local businesses, agencies and individuals willing to share career information. Handouts: Finding Employment (79 A-B) Career Share (112)

Pre-Post Question: Who in the community could serve as an information resource,role model,job shadow host,field trip host, career day speaker or mentor?

Special Materials Needed: Yellow Pages, local newspapers, access to telephones

Procedure: 1. NOTE: The Career Share form can be customized by typing in the name and phone number of your schoolin the blank space provided. Your phone number is referred to at the bottom of the form. 2. Have each student select a career field they are interested in. Tell them the goal is to compile a list of individuals who could serve as community resources for the school. 3. Distribute the Finding Employment handout and go over each item with the class, emphasizing the list of potential resources. 4. Distribute the Career Share form and go over it, explaining the information to be solicited. 5. Have students work in pairs,linking up identical or related careers. 6. Have students review Yellow Pages,newspaper ads and sources on the Finding Employment handout for a list of companies and agencies related to the career identified. 7. Have students actually call the companies and agencies they find and talk to owners, managers and administrators. Have students describe the Career Share project and ask to fill out the form over the phone or ask if they can send a form to the individual. 8. Have students address envelopes, send out forms and help compile resource directory once forms are returned. 9. Distribute this directory throughout your district.

HS-VI-6 HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY VI: Skills to Locate, Evaluate and Interpret Career Information 7. Describe the influence of change in supply and demand for workers in different occupations.

Title: Supply and Demand

Summary: Students brainstorm which careers are in decline and which on the rise and how that may affect their ca::eer choice. Handouts: Where the Jobs Are (111) Pre-Post Question: What careers are in demand, and what careers are on the decline?

Special Materials Needed: None

Procedure: 1. Ask students how many of their grandparents were farmers? How many of their parents? How many of them hope to be farmers? Note a declining trend. Ask the same question for loggers. And for factory workers. 2. What has caused declines in the need for these workers? (Farming -- high technology uses machines instead of people. Logging -- reduced supply. Manufacturing high technology; cheap labor overseas.) How do they feel about these careers? Discuss how reduced demand for an occupation affects its prestige and the career choices of young people. What generally happens to salaries when a career is on the decline? 3. Now ask studentsto identifysomecareers which are increasing. How do they feel about careers which are on the rise? 4. Distribute handout Where the Jobs Are. Review the two lists. Note that the fastest-growing careers have more prestige and higher salaries than the careers with the biggest growth in total number of workers. How many students might be interested in a career on the fastest-growing list? How many on the biggest growth list? 5. Help students see that growing careers are not necessarily prestigious or high-paying. High demand does not necessarily have the presumed effect. Will they take one of those jobs just because it's available? What could they do to be on the fastest-growing list instead of the biggest growth list?

Answer: Training is the key. On the fastest-growing list, all but one -- home health aide require considerable training. On the biggest growth list,only one nurse -- requires more than minimal training.

HS-VI-7 181 HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY VI: Skills to Locate,Evaluate and Interpret Career Information 8. Identify how employment trends relate to education and training.

Title: Joe Schmoe

Summary: Students complete a humorous handout which emphasizes the need for lifelong learning, then discuss trends.

Handouts: The Working Life of Joe Schmoe (95 A-B) The Changing Workplace (108)

Pre-Post Question: What are current employment trends and how does that affect educational requirements?

Special Materials Needed: None

Procedure: 1. Divide class into small teams, each with a recorder. 2. Distribute handout, with one for each person and an extra for each recorder. 3. Read the story aloud. Stop at the end of each sentence which hasfill-in-the-blanks.Each group privately selects an answer, which is only written on the recorder's extra copy. 4. Go back through the story, stopping at each fill-in-the- blank. Ask for and confirm correct answers. Have each individual fill out their handout with correct answers. JOE SCHMOE ANSWERS: 1. 12,000 8 $1,300 2. Restaurant Worker (and others) 9.3 3. 4 percent (some sources say higher) 10. 12 4. $10,320 11. 68 5. $10,895 12. Ability/willingness 6. $25 to learn 7. Electronics Technician (and others) 13. "You're fired!" 5. Ask what was the point of thestory. Obviously, the continued needforeducation. Whatare some ofthereasons identified in the story? Answers: High school education qualifies one for fewer careers than previously;high school education provides few job opportunities to make a living wage; technology is changing jobs; employers are expecting workers to retrain. 6. Now pass out The Changing Workplace and discuss on-going trends. What does each mean in terms of education and training? Here are some examples, with the trend number in parentheses: Self- employment (6) requires management and administrative training. The global economy (7) puts a premium on foreign language. Knowledge- intensive (10) requires a broader background and more critical thinking. Service (12) requires more people skills. All require more transferable skills, and that means more education. HS-VI-8 HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY VI: Skills to Locate,Evaluate and Interpret Career Information 9. Describe the impact of factors such as population, climate, and geographic location on occupational opportunities.

Title: Local Restrictions on Career Opportunities

Summary: Students discuss where they may want to live someday and brainstorm local restrictions on career opportunities. Handouts: None

Pre-Post Question: What restrictions on career opportunitiesare present in my community? Special Materials Needed: None

Procedure: 1. Ask students where they would like to livesome day. Why? Brainstorm a list of reasons to live somewhere else thanyour community. Is career opportunity one of the reasons? 2. Now ask studentsto brainstorm what careersare not available in your local community, and why. Produce two listson the board -- the unavailable careers, and thereasons why. 3. What are thereasons, the factors restricting career opportunities in your community.What aresomefactors other communities may have? Make sure to discuss population, climateand geographic location. 4. Ask students why some people choose tolivein your community despite restrictions on theircareer opportunities. What does your community have to offer which might draw people despite career restrictions? What values are those people putting ahead of career opportunity?

HS-VI-9 HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY VII: Skills to Prepare to Seek,Obtain, Maintain and Change Jobs 1. Demonstrate skills to locate, interpret, and use information about job openings and opportunities.

Title: Finding Employment

Summary: Students compile a list of potential employers for a specific career field.

Handouts: Finding Employment (79)

Pre-Post Question: How do I find job openings?

Special Materials Needed: Yellow Pages, local newspapers

Procedure: 1. Have each student identify a career or careers of interest. Tell them the goal is to compile a list of employers who could be solicited for a job. 2. If students have completed the activity for Competency VI, Indicator 6, then you already have a list of career resources in your community. That list can be used by students to find potential openings for specific career fields. Otherwise, continue: 3. Distribute the Finding Employment handout and go over each item with the class. Emphasize that most job openings are not advertised. Ask for volunteers:co tell about how they got jobs. 4. Have students review Yellow Pages, newspaper ads and other local sources to begin a list of employers. 5. OPTION: As a carryover activity, have eachstudent interview at least 3 friends, relatives or neighbors about job openings. 6. OPTION: Some students may actually be seeking work. Have them contact sources, following the steps on the Finding Employment handout. Have them report results.

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HS-VII-1 HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPTZTENCY VII: S:Ulls to Prepare to Seek, Obtain, Maintain and Change Jobs 2. Demonstrate academic or vocational skills required for a full or part-time job.

Title: Academic, Vocational and Me

Summary: Students complete handouts linking careers to skills, then to their skills, and then to school courses.

Handouts: Workplace Basics: A checklist (84) Skills Checklist (82 A-D) My Skill Record (76) School Courses (83)

Pre-Post Question: What skills do today's employers want most, and which of them do I have?

Special Materials Needed: Your local course guide

Procedure: 1. NOTE:First have students complete the activities for Competency IV, Indicators 1 and 5. For Indicator 1, students complete My Skill Record handout, which lists 24 skills the student has, provides a score for the level of skill, and identifies it as a skill which isacademic, vocational,both or neither. For Indicator V, students list two careers of interest on the Skills Checklist, identify the skills needed in each,anc' record their score for that skill. 2. On a separate sheet of paper, have students list all the skills which were circled on the Skills Checklist, indicating they are needed for both careers listed. Students definitely should be acquiring those skills. 3. Have students draw three columns on their paper. 4. Divide students into small groups so they can ask questions and confirm the following judgments: 5. In column 1, they record whether the skill is academic, vocational, both or neither. Within the group, Most or all of these will already have been designated. 6. In Column 2, they identify their score in this skill. That score may already appear on My Skill Record, but may not if it was not one of the 24 selected by the student for the My Skill Record handout. 7. In column 3, they identify a course or courses at your school where they can acquire this skill. Use your course guide or the School Courses handout. 8. Have students share information, adding courses to their lists as they hear suggestions from others. 9. NOTE: If students have a four-year plan, they can compare the courses listed in this activity with the courses they have taken and plan to take.

HS-VII-2 0,- C.)J HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY VII: Skills to Prepare to Seek, Obtain, Maintain and Change Jobs 3. Demonstrate skills and behaviors necessary for a successful job interview.

Title: Job Interview Simulation

Outcome: All participants experience a simulated job interview. Handouts: 50 Questions Employers Ask in Job Interviews (51 A-B) Assertive Interview Checklist (50) Special Materials Needed: None

Pre-Post Question: On a scale of 0-100, how would I score ina job interview?

Procedure: 1. NOTE: Students canhave a resumeandcompletedjob application for this simulated interview if they do thenext Indicator (4) first. 2. Distribute the 50 Questions handout. Optional: Discuss the questions and job interview experiences of participants. 3. Provide instructions: All persons will geta chance to interview. Interviews will be timed (5-10 minutes works best). Interview subjects are to answer all questions truthfully. 4. Divide participants into groups of 4(3 or 5 also okay). Arrange chairs so 1 is facing a "panel" of 3. 5. Ask for a volunteer from each group to be the first job applicant. All applicants go to the far side of theroom. Seat the panelists. 6. The job applicant approaches the panel, introduces self, and identifies the job they are applying for. 7. Panelists take turns asking questions from the handout. 8. When time is up, applicants immediately return to the far side of the room. Panelists have 2 minutes toscore the applicant on the Assertive Interview Checklist handout. 9. One panelist takes the completed ScoreSheet to the applicant. That panelist stays on the far side of theroom and becomes the next job applicant. The first applicant joins the panel. The next interview begins. Keep rotating until all have been interviewed. 10. Have the groups of 4 discuss and explain results. Then have a large-group discussion.

HS-VII16 HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY VII: Skills to Prepare to Seek, Obtain, Maintain and Change Jobs 4. Demonstrate skills in preparing a resume andcompleting job applications.

Title: Job Applications and Resumes

Summary: Students complete a job application. Handouts: Application for Employment (85 A-B) Resume Worksheet (116 A-E)

Pre-Post Question: How do you completea jobapplication and create a resume?

Special Materials Needed: Computers or typewriters

Procedure: 1. Have participants review the Resume Tips and the example resume. 2. Have them complete the Resume Worksheet. They fill out all sections which apply; some may be left blank. 3. You may have to lead a group discussion toexplain the skills list on the last page of the Resume Worksheet. 4. OPTIONAL: Have them actually type (or word process) the information into a resume format. There are lots of fancy names for resume formats, but the differences aremostly a matter of the order of information. The three sections that can be rearrangedin any order are Experience, Education andTransferable Skills. Put them in order of your strengths. Other resume tips:Biographical data and your objectives go first. Community service,hobbies and references go last. Limit the resume to one page, possibly with a second page for references. Make it neat, complete andmistake- free. 5. Distribute Application for Employment handout and have participants select aposition toapplyfor and answer all questions, using the resume for information. 6. Discuss anyquestions which were difficult. Discuss neatness. Discuss possible blank areas due to lack ofexperience, education, etc. 7. OPTION: Have the students complete a "future" resumeand application assuming they have completed full-time training after high school and also have part-time and summer work experience. 8. Discuss the differences. 9. Post the job applications and resumes.

HS -VII -4

187 HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY VII: Skills to Prepare to Seek, Obtain, Maintain and change Jobs 5. Identify specific job openings.

Title: Identifying Job Openings

Outcome: Students will have idea of openings available to entry- level workers.

Handouts: Entry-Level Jobs (44 A-C) Finding Employment (79)

Special Materials Needed: Yellow Pages, local newspapers Pre-Post Question: List as many jobs as possible open to entry- level workers.

Procedure: 1. Distribute Entry-Level Jobs handout and ask class to identify what the jobs on this list have in common. (Littleor no formal training beyond high school required.) 2. Have each student put a "PT" next to any job they would be interested in doing part-time. Have them put an "FT" next toany job they would be interested in doing full-time. 3. Have students share answers. Discuss why they are not interested in many of these for full-time work. 4. Discuss why there are so few entry-level jobs which havea good wage and good job opportunity. What factor is missing from these jobs, the factor which enhances pay and job opportunity? Answer: post-high school training! 5. Divide class into groups.Provide each group a local newspaper. Have each group identify which careers on the listare available locally. 6. NOTE: The following activity is also used for Indicator 1 of this Competency. Have each student identify a careeror careers of interest. Tell them the goal is to compile a list of employers who could be solicited for a job. 7. If students have completed the activity for Competency VI, Indicator 6, then you already have a list ofcareer resources in your community. That list can be used by students to find potential openings. Otherwise, continue: 8. Distribute the Finding Employment handout and go over each item with the class. Emphasize that most job openingsare not advertised. Ask for volunteers to tell how they got jobs. 9. Have students review Yellow Pages, newspaper ads and other local sources to begin a list of employers. 10. OPTION: As a carryoveractivity, haveeachstudent interview at least three friends, relativesor neighbors about job openings. 11. OPTION: Some students may actually be seeking work.Have them contact sources, following the stepson the Finding Employment handout. Have them report results. HS-VII-5 183 HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY VII: Skills to Prepare to Seek, Obtain, Maintain and Change Jobs 6. Demonstrate employability skills necessary to obtain and maintain jobs.

Title: Employability Skills

Summary: Studentsrate themselveson 25 worker traits, then provide evidence of skill acquisition.

Handouts: Self-Rating (35)

Pre-Post Question: What skills are necessary to obtain and maintain jobs, and which do I have?

Special Materials Needed: None

Procedure: 1. Have students complete Self-Rating handout. (This may have been completed for Competency V, Indicator 5.) 2. Put class in circle. Go around the room and have each student identify one of the 25 worker traits and give a specific example demonstrating they have acquired that skill. Go around at least twice. 3. Ask students which of the 25 traits is the most important on the job. Ask for reasons why. List thefive most important traits on the board. 4. Discuss these "employability skills" versus the skills they have been working with on the Skills Checklist. While there is some cross-over, most of these are personality traits while most of the skills on the Skills Checklist are actions which could be taken on the job. HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY VII: Skills to Prepare to Seek, Obtain, Maintain and Change Jobs 7. Demonstrate skills to assess occupational opportunities (e.g., working conditions, benefits, and opportunities for change).

Title: Working Conditions

Summary: Students complete a chart listing which working conditions they find acceptable, then analyze the working conditions of several careers, then compare those careers with the ones they found acceptable.

Handouts: Working Conditions (100) Pre-Post Question: What are the working conditionsof various careers?

Special Materials Needed: None

Procedure: 1. Divide class into groups. 2. Distribute the Working Conditions handout. Have students write "Me" above the first column on the chart. Have the group go through each condLtion, with each student saying if they would accept a job with that condition. They check all working conditions they would accept. 3. Have each student identify 3-4 careers of interest and write the career names at the top of the remaining columns. 4. Have groups start with the first working condition, "always inside." They alternate identifying one career at a time, and the groupdecides whetherthatconditionapplies tothe career identified. If so, that box is checked. Have them keep going until all careers have been named; then go to the next working condition. 5. There are two blank lines at the bottom. "Benefits" and "Opportunities for Change" could be inserted on those lines, or other items at your discretion. 6. Have students compile a Working Conditions score for each career, described as a fraction: On the bottom is the number of working conditions identified for that career; on the top is the number of those working conditions that the student listed as acceptable in column one. Thus a score of 4/6 would mean that six of the working conditions listed applied to a specific career, and that the student finds four of those six acceptable. 7. Have students share.

HS-VII-7 JO HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY VII: Skills to Prepare to Seek, Obtain, Maintain and Change Jobs 8. Describe placement services available to make the transition from high school to civilian employment, the armed services, or post-secondary education/training.

Title: Placement Services

Summary: Students compile a list of local placement services. Handouts: Finding Employment (79) Pre-Post Question: What placement services are available in my community to help me make the transition from high schobl?

Special Materials Needed: Yellow Pages Information on local placement services Access to telephones

Procedure: 1. NOTE: Thisactivity requires local research. It is advisable for you to have done some of the research ahead of time. 2. Distribute Finding Employment handout and have students review first page. Help students brainstorm possible sources of placement services from the items mentioned, including: government employment agencies, private employment agencies,colleges and universities, business groups(chamber of commerce), libraries, career centers, armed services recruiters, youth services, etc. 3. Have students actually call those on the above list and find out: Name of agency Address Phone number Hours open Type of services offered Qualifications required of clientel' (age, income, etc.) Fee required

4. Have class compile a list of placement services which can be shared th-oughout your district and your community.

HS -VII -8

1 9t HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY VII: Skills to Prepare to Seek, Obtain, Maintain and Change Jobs 9. Demonstrate an understanding that job opportunities often require relocation.

Title: Local Restrictions on Career Opportunities

Summary: Students discuss where they may want to live someday and brainstorm local restrictions on career opportunities. Handouts: None

Pre-Post Question: What restrictions on career opportunitiesare present in my community? Special Materials Needed: None

Procedure: 1. NOTE: This activity alsois used for Competency VI, Indicator 9. 2. Ask students where they would like to livesome day. Why? Brainstorm a list of reasons to live somewhere else thanyour community. Is career opportunity one of the reasons? 3. Now ask students to brainstorm whatcareers are not available in your local community, and why. Produce two listson the board -- the unavailable careers, and thereasons why. 4. What are the reasons,the factors,restricting career opportunitiesin your community.What aresomefactors other communities may have? Make sure to discuss population, climateand geographic location. 5. Ask students why some people choose to live inyour community despite restrictions on theircare :r opportunities. What does your ccmmunity have to offer which might draw people despite career restrictions? What values are those people putting ahead of career opportunity? 6. Have each student identify threecareers of interest and use the Community Resource Guide developed in Indicator 1 of this Competency to research whether those careersare available locally.

HS -VII -9

193 HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY VII: Skills to Prepare to Seek, Obtain, Maintain and Change Jobs 10. Demonstrate skills necessary to function as a consumer and manage financial resources.

Title: Managing Money

Summary: Students fantasize a life 10 years in the future, then see if they can manage their money appropriately.

Handouts: Lifestyle Worksheet (93-A) 10 Years From Now Fantasy (93 B-C)

Pre-Post Question: H,w might I spend my salary as an adult worker?

Special Materials Needed: None

Procedure: 1. Have students complete Lifestyle Worksheet. 2. Have students complete 10 Years From Now Fantasy Salary Worksheet. Set a maximum for the beginning salary (as of 1994, very few careers had starting salaries higher than $30,000.) 3. Have students share results. Discuss management of financial resources based on career goals.

HS- VII -10

193 HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY VIII: Understanding How Societal Needs and Functions Influence the Nature and Structure of Work 1. Describe the effect of work on lifestyles.

Title: Work and Lifestyle

Summary: Students create a hypothetical future, then analyze thd effect of their chosen career on their lifestyle.

Handouts: None Pre-Post Question: What effect does work have on my lifestyle?

Special Materials Needed: None

Procedure: 1.. Write the following options on the board and discuss them: Marital status, number of children, work status ;full-time, part- time, not working), career choice, community activities, leisure activities. 2. Divide class into small groups. Have each student select marital status,number of children,work status, career,one community activity and one leisure activity. They list each role and produce a paragraph profile of their future: "I am a full-time airline pilot, married with two children. I volunteer with the Big Brother/Big Sister program, and I like to ski." 3. Students share their paragraphs w.-!.th their group. 4. Now students write a second paragraph telling how the work role affects the other roles, both positively and negatively. Here's an example:

"Working full-time as a pilot brings in considerable money for my family. But it means I'm away from home a lot, and that makes it hard on my spouse and children. It also means I miss some of my Big Brother/Big Sister meetings. And I don't get to ski as much as I'd like to. But if I didn't work full-time, I wouldn't have money for skis anyway, or for the things I buy for the kids in the Big Brother/Big Sister program." 5. Students share their second paragraphs with their group. 6. Volunteers share with entire class.

HS VIII -1

191 HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY VIII: Understanding Row Societal Needs and Functions Influence the Nature and Structure of Work 2. Describe how society's needs and functions affect the supply of goods and services.

Title: Baby Boomers

Summary: Studentsdiscusshowthebaby boom generationhas increased demand for various goods and services.

Handouts: None Pre-Post Question: How do changes in society affect thesupply of goods and services?

Special Materials Needed: None

Procedure: 1. Ask the students why the Beatles and other rockbands of the Sixties are still so popular today, with continuedhigh sales. Possible, answers: Nostalgia, music on the cutting edge of rock, quality. Ask them: Who is listening to and buying these bands. Your parents -- the baby boom generation! 2. Discuss the history of the baby boom -- low birth ratein the Thirties due to the depression and the early Forties due tothe war. An explosion of births after the warand during the "good times" of the late Forties and early to mid Fifties. Significantly more people. Then a decline in theSixties and Seventies because the baby boomers held off having children. 3. Have four students stand up. The first student represents the children of the Thirties and early Forties(grandparents' generation). Students two and three represent the children of the Baby Boom generation -- late Forties and Fifties. The fourth student represents children born in the Sixties andSeventies. 4. Now point to the two middle students. It is 1953 when both are born. Society has been used to "this many"babies (pointing to the first student) and now has "this many"(students two and three). What products are now in greater demand? Diapers, baby battles, infant toys, cribs and other furniture, etc. 5. Nowit is 1958. Thebaby boomers start school-- kindergarten. More kindergartners than the previous generation. What happens? New schools need to be built, more teachers hired. 6. Now it is 1965. Our two baby boomers hit puberty. They discover the opposite sex, modern music, etc.What goods and services are now in higher demand? Solicit answers. 7. Meanwhile, student four is being born, fewer babies than bef)re. What happens to that boom that occurred in baby products? 8. Continue in this vein to the present -- a higher demand for health and fitness as the baby boomers age. Discuss how trends and needs in society affect goods and services. HS-VIII-2

195 HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY VIII: Understanding How Societal Needs and Functions Influence the Nature and Structure of Work 3. Describe how occupational and industrial trends relate to training and employment.

Title: Trends and Training

Summary: Students brainstorm which careers are in decline and which on the rise and how that may affect training. Handouts: Where the Jobs Are (111) The Changing Workplace (108)

Pre-Post Question: How do occupational trends affect the type and amount of training I should get? Special Materials Needed: None

Procedure: 1. Ask students how many of their grandparents were farmers? How many of their parents? How many of them hope to be farmers? Note a declining trend. Ask about loggers and factory workers. 2. What has caused declines in the need for these workers? (Farming -- high technology uses machines instead of people. Logging -- reduced supply. Manufacturing-- high technology; cheap labor overseas.) Discuss how reduced demand affectsan occupation's prestige and. the career choices of young people. 3. Now ask students to identify some careers whichare increasing. How do they feel about careers whichare on the rise? 4. Distribute handout Where the Jobs Are. Review the two lists. Note that the fastest-growing careers havemore prestige than the careers with the biggest growth in total number of workers. How many students might be interested ina career on the fastest-growing list? How many on the biggest growth list? 5. Help students see that growing careers are not necessarily prestigious or high-paying. High demand does not necessarily have the presumed effect. Will they take one of those jobs just because it's available? What could they do to beon the fastest-growing list instead of the biggest growth list? Training is the key.On the fastest-growing list, all but one (home health aide) require considerable training. On the biggest growth list, onlyone (nurse) requires more than minimal training. 6. Pass out The Changing Workplace and discuss on-going trends, What does each mean in terms of education and training? Here are some examples, with the trend number in parentheses:Self- employment (6) requires management and administrative training. The global economy (7) puts a premium on foreign language.Knowledge- intensive(10) requires a broader background and more critical thinking; service (12) requires more people skills. HS-VIII-3 196 HS EDUCATIONAL AND OCCUPATIONAL EXPLORATION COMPETENCY VIII: Understanding How Societal Needs andFunctions Influence the Nature and Structure of Work 4. Demonstrate an understanding of theglobal economy and how it affects each individual.

Title: The Global Economy

Summary: Students examine where their shirts/jackets weremade and discuss the global economy.

Handouts: None Pre-Post Question: What is the global economyand how does it affect me?

Special Materials Needed: None

Procedure: 1. Divide class into groups of five orsix and put each group in a circle. Have them stand so eachis behind the one in front. Have the person behind turn down thecollar of the person in front of them, read the label and try toidentify where the garment was made. 2. Have students identify countries wheregarments were made. Write the countries on the board. Add upwhat percentage of garments were made outside the United States. 3. Ask the students why rco many garments aremade outside the U.S. Discuss the notion of cheap labor overseasand how that has removed production jobs from our economy.Discuss the types of jobs that have taken the place of productionjobs in this country: design, acquisition ofraw materials, import/export, buying, selling, explaining, installing, repairing. 4. Now turn to cars. How many own or drive"American" cars? Is there really any such thing anymore? Many"American" models are actually "Japanese" cars. Many "Japanese" models areassembled in the U.S. Most cars now have parts from more than onecountry. What othergoods do studentsown fromother countries?Discuss implications for consumer attitudes. 5. Discuss the changing workforce: Most of thoseentering the workforce today are not white males. Many speakEnglish as a second language. 6. Have students brainstorm worker implicationsof the global economy, with an increased need for:bilingual workers; workers who can travel; workers whounderstand and are accepting of other cultures; workers with high-level communicationsskills using telephone and fax machines; workers who can workfor owners and supervisors from other nations.

HS-VIII--4

197 HS CAREER PLANNING

COMPETENCY IX: Skills To Make Decisions 1. Demonstrate responsibility for making tentative educational and occupational choices.

Title: CIA CODE

Summary: Students complete an interest survey which provides them a "CIA Code" -- a top Career Interest Area (Guide for Occupational Exploration Worker Trait Group). They then explore the educational requirements for some careers within their CIA Code.

Handouts: Career Interest: Areas (86 A-G) Career Training (115 A-N)

Pre-Post Question: How domy interestsmatchupwithcareer groups? Special Materials Needed: None

Procedure: 1. Have students select partners. While this is reallyan individual activity, it is a long one and having partners keeps students from being bored. It also will help readability. 2. NOTE: These instructionsmake little sense without reviewing the handouts. 3. Distribute Career Interest Areas Survey, but not the Career Survey Evaluation Sheet.Havestudentsalternatereading the questions out loud to one another. They may discuss answers but emphasize they should choose the one that fits them best (not just what partner chose). 4. Have partners switch papers for scoring. Partner A will read Partner B's answers out loud. Partner B will record themon own Career Survey Evaluation Sheet. 5. Review and explain instructions on Career Survey Evaluation Sheet. Remind students to start at the bottom of each letter column. They will have a whole bunch of X's in the "1" row before they get any in the 2 row (the second time they choose a letter). Have everyone stop when they get the chart filled in. 6. Below the chart they are to list their three top Career Interest Areas. Example: If there is a tie for first, and one next, those are the three areas. They may have to list four if thereare two two-way ties, for example. 7. They then back up to the last survey page to read the descriptions of their three top areas. Then they then look through the career list on the last page and circle careers within their three top areas which interest them. Then they chooseone of the three groups as their CIA Code. 8. Next distribute the Career Training handout ana have them find the careers which they circled within their CIA Code and note the training requirements. HS -IX -1 193 HS CAREER PLANNING COMPETENCY IX: Skills To Make Decisions 2. Identify alternatives in given decision-making situations.

Title: Lost at Sea

Summary: Students work in groups to choose which items would be most important if lost at sea.

Handouts: Lost at Sea (6 A-B)

Special Materials Needed: None Pre-Post Question: What are the advantages and disadvantages of making group decisions versus individual decisions?

Procedure: 1. Distribute Lost at Sea worksheet and have each person complete it. 2. Form groups; each group gets one blank worksheet for a consensus ranking. Groups work through their rationale forranking. Averaging and majority-rule voting are forbidden; groups must reach a consensus. 3. Have groups share their consensus, and discuss differences. 4. Present "correct" ranking and rationale. 5. Have individuals score their original rankings. For each item, take the numerical difference between its correct rank and where it was ranked by the individual. (Ex.: Correct rank 2, individual rank 6, score is 4.) Tabulate a total foreach individual. The lower the score, the better. 6. Have group members add scores of all individuals in group and divide by number group members to get a group score. Compare this score with score achieved on consensus sheet. 7. Discuss group decision-making process and value of working in group versus individual decision-making.

HS -1X -2

10,1 HS CAREER PLANNING COMPETENCY IX: Skills To Make Decisions 3. Describe personal strengths and weaknesses in relationship to post-secondary education/training requirements.

Title: Courses for Entering

Summary: Studentswilldiscusshigh schoolrequirements for various post-high school options, and note their strengths and weaknesses in various disciplines.

Handouts: Courses for Entering (39)

Pre-Post Question: What high school subjects should I take to prepare me for after high school? What are my strengths and weaknesses in those subjects? Special Materials Needed: None

Procedure: 1. Discuss the concept of choosing courses in high school based on post-high school plans. 2. Construct a blank handout of Courses for Entering by photocopying it, cutting out the middle and making a new master which just has the categories across the tcp and down the side. 3. Divide the class into small groups and distribute the blank handout Courses for Entering. Have each group try to complete the chart with the number of years needed in each category. NOTE: A range may be permissible; check local requirements. 4. Have small groups present their results. Discuss differences. Use handout chart as guideline with local variations. 5. Have each student write in left margin how many years of study they plan to have in each discipline by graduation. Then have them compare those numbers with each column on chart to see career groups they will be qualified to pursue. 6. Have students record in left margin their grades for all classes taken in each discipline. Have them average those grades to come up with a grade for each discipline. Have each student tell the class their strongest subject and their weakest subject.

HS-IX-3 HS CAREER PLANNING COMPETENCY IX: Skills To Make Decisions 4. Identify appropriate choices during high school that will lead to marketableskills forentry-levelemployment or advanced training.

Title: 4-Year Plan

Summa*-y Students work on a 4-year plan and compare their course selections withpost-high school trainingentrance requirements.

Handouts: 4-Year Plan (62) School Courses (83) Courses for Entering (39)

Pre-Post Question: What courses should I take. in high school to meet post-high school training entrance requirements? Special Materials Needed: Your high school course guide

Procedure: 1. NOTE: This is a complex activity which often is done on an individual basis, but can be done successfully in groups. 2. NOTE: The "Credits to 4-year U" column is based on entrance requirements to public universities in Washington state in 1994. These numbersmay needtobe altered basedon yourlocal requirements. The "Credits to Graduate" column has been left blank intentionally and must be filled in based on the requirements in your district. 3. To complete this activity, students must have some idea of the type of post-high school training they may want to pursue, and an idea of specific high school coursestied to their interests. Your high school course guide works best here; School Courses is a lesser alternative. 4. Distribute Courses for Entering and review local graduation requirements and four-year college requirements with student. 5. The 4 Year Plan form is designed so you and the student can track the number of courses taken in each discipline, and compare the student's totalwith graduation and four-yearentrance requirements. The 1 is for first semester and the 2 is for second semester.There is room for two classes in each subject each semester; many of those lines may be left blank. 6. Add horizontally: Total all lines in each discipline and divide by two to show the current total in each subject. 7. Add vertically: Total all lines vertically and divide by two to show the number of credits earned in any year. This is a good check to make sure all classes have been listed. 8. Have students write in grades for all courses completed. 9. Have students discuss subject areas where they are strong and weak based on post-high school training options.

HS-IX-4 HS CAREER PLANNING COMPETENCY IX: Skills To Make Decisions 5. Identify and complete required steps toward transitionfrom high school to entry into post- -secondary education/training programs or work. Title: June of My Senior Year

Summary: Students complete a handout in which they haveto answer specific questions about their post-highschool plans. Handouts: June of My Senior Year (119)

Pre-Post Question: What am I doing after highschool?

Special Materials Needed: Application forms forvarious post-high school programs. Procedure: 1. NOTE: This activity may be completed by7.0,1-1-sGiliors, but those students may be unable toanswer all questions. Seniors should be able to complete either the job sectionor the training section (or both). 2. Distribute Jun' of My Senior Year and haveeach student complete it. If they answer no to the fourth question(Do you plan to have a job?), then they skip to "Doyou plan to be accepted by a school or training program?" 3. Have each student use the answers to thisform to write a paragraph explaining their post-high school plans. 4. Have each student stand up and read theirparagraph to the class, as if giving a speech. 5. While this form demonstrates clear intent,it does not demonstrate action. Have each student actuallypursue the post-high school choice described on the form. Have studentsapply for jobs, schoolsand training programs. Some schoolsgivecreditfor students who can prove they have gained admittanceto post-high school training.

HS-IX-5 HS CAREER PLANNING COMPETENCY IX: Skills To Make Decisions 6. Identify steps to apply for and securefinancial assistance for post-secondary education andtraining.

Title: Financial Aid

Summary: Students review basic financial aidoptions. Handouts: Money for School (117 A-C) Pre-Post Question: How can I get help to payfor post-high school training?

Special Materials Needed: Local scholarshipinformation

Procedure: 1. NOTE: This activity merelyscratchesthe surface of available resources. Paying for College, afree booklet which is updated annually, can be obtained from theWashington Student Loan Guaranty Association, 1-800-562-3001. 2. NOTE: Many communities have localscholarship programs. Does yours? 3. NOTE: Financial Aid informationchanges yearly. Make sure this handout is still current beforeusing it. 4. Ask students how much they thinkit costs to go to a community college or vocational-technicalinstitute. Most think it is much more expensive than it is. Provide currenttuition figures (about $1,300 a year in 1994 in Washingtonstate), and show them it is affordable. 5. Even the more expensive schools --private four-year colleges and private vocational schools can become affordable with financial aid. 6. Distribute the handout and reviewthe different types of financial aid, emphasizing that the schoolsthemselves give away the most. 7. Discuss local sources. 8. Discuss federal financial aid and theFAFSA application process somewhat involved and confusing but wellworth it if they were to figure the hourly wage forthe application process: Divide the amount of money received by thehoursit took to complete the application! HS CAREER PLANNING

COMPETENCY X: Understanding the Interrelationship of Life Roles 1. Demonstrate knowledge of life stages: Title: Life Span Chart

Summary: Students create a timeline of significant growthand changes.

Handouts: Life Span Chart (90)

Pre-Post Quastion: What are the stages ofmy life? Special Materials Needed: None Procedure: 1. Discusslifestages and ritesof passage:Have them brainstorm a list on the board. Examples:

Birth, learn to walk and talk, school begins,change schools, puberty, first love, first job, high school graduation,full-time education complete,full-time work begins, marriage, children, divorce, career change, children leave home,retirement, death.

2. Give students Life Span Chart handout. Discuss"averages" on chart. 3. Have students fill in theirown Life Span Chart to the current time. 4. Have students imagine their future, creatingtheir own Life Span Chart, utilizing whichever items they deemappropriate. 5. Seek volunteers to share. 6. This activity also is used for CompetencyIII, Indicator 1.

HS-X-1

<1; 4 HS CAREER PLANNING COMPETENCY X: Understanding the Interrelationship of LifeRoles 2. Describe factors that determinelifestyles (e.g., socioeconomic status, culture, values,occupational choices, work habits).

Title: My Daily Lifestyle

Summary: Students complete two handoutsanalyzing their time priorities, then discuss lifestyle factors. Handouts:Prioritizing Activities (88) Time Priorities (71) Pre-Post Question: How do I spend mytime and what does that show about my lifestyle?

Special Materials Needed: None

Procedure: 1. Distribute Prioritizing Activitiesand have students mark on the clock theiractivities for a "normal" day. NOTE: A great way to do this is actually keep trackfor a week. 2. Have students share. 3. Brainstorm a list of reasons whystudents perform those activities: why do they go to school, why dothey sleep, why do they eat, why do they work, why do they pursuerecreation? For the last two questions you'll wind up with alist of lifestyle factors: I work because I need the money;I work because I believe it's important to get experience; I exercise because Ibelieve in good health; I ski because I like to have fun. 4. Now divide class into groups.Distribute Time Priorities handout and have them expand some of theitems mentioned on the clock. Each student must fillout everybox; thegroup is responsible for sharing ideas so that all students cando so. Some may claim to not be a memberof any organization, but the school is an organization -- have them usethe school for that section. 5. Have students share their papersin small groups. 6. Bring class back together and have studentsshare from the Things I Want To Do list. Most of thesewill also be lifestyle factors. Expand your list on the board. 7. Discuss lifestyle as a choice. Askstudents to describe their parents' lifestyle based on where theylive and what they do with leisure time. 8. The activity for Competency VIII,Indicator I also can be used for this Indicator.

HS-X-2 HS CAREER PLANNING

COMPETENCY X: Understanding the Interrelationship of Life Roles 3. Describe ways in which occupational choices may affect lifestyle.

Title: My Fantasy Future

Summary: Students imagine their future, answering specific questions about career choice and lifestyle.

Handouts: My Fantasy Future (114)

Pre-Post Question: How will my career choice affect my lifestyle?

Special Materials Needed: None Procedure: e 1. Discuss the value of daydreaming and fantasizing. 2. Distribute My Fantasy Future handouts and have students complete them. They must answer all questions. 3. Divide the class into small groups and have them share their fantasies. Have group evaluate: Does the fantasy career fit the fantasy lifestyle? Why or why not? HS CAREER PLANNING

COMPETENCY X: Understanding the Interrelationship of Life Roles 4. Describe the contribution of work toa balanced and productive life.

Title: Life Roles Autobiography

Summary: Students construct a booklet which examines them in six life roles: Individual, family member, learner, consumer, producer, citizen. They then extract goals from their role information.

Handouts: Me As...(67 A-E) Pre-Post Question: How does work help me fit into the world around me? Special Materials Needed: Construction paper, drawing materials, staples or yarn.

Procedure: 1. Discuss the concept of the six life roles. Write them on the board. 2. Distribute the handouts in order one at a time. Individual is first. Discuss likes, dislikes and abilities; have each student fill out the form, then share with the class. 3. Distribute Family Member handout. Discuss needs versus wants. Have students complete and share. 4. Distribute Learner handout. Discuss methods of learning. Emphasize learning as occurring everywhere, not just in school. Have students complete it, referring to their individual likes for assistance. Share. 5. Distribute Consumer handout. Discuss,goods,services, transportation and recreation. Have students refer to likes, needs, wants and learning for ideas. Share results. 6. Distribute Producer/Citizen handout. Producer section is where students list work experience. (Emphasize Producer can be in volunteer capacity such as washing dishes or mowing lawn at home and does not have to result in a visible product.) 7. Discuss Citizen roles. Have class brainstorm "adult roles" such as voting and holding office. Apply those to school and community activities. Citizen can be defined as citizen of the school,so voting and holding office do apply. Other examples: Following laws/rules; helping those less fortunate; paying taxes; cleaning neighborhood; reporting emergencies; communicating information. Share results. 8. Now have students review their roles as a package. What would happen if the Producer role were eliminated. How would the other roles be affected? 9. Have students ---xe a cover for their Life Roles Autobiography. Staple the six pages to the cover. HS-X-4

0r HS CAREER PLANNING

COMPETENCY X: Understanding the Interrelationship of Life Roles 5. Describe ways in which work, family, and leisureroles are interrelated.

Title: Things I Like To Do

Summary: Students compile a list of activities, designatewhether they are for leisure, family or career growth,and discuss the positive effects of those activities. Handouts: Things I Like To Do (74)

PrePost Question: How are my work, leisure and familyactivities related?

Special Materials Needed: None

Procedure: 1. Distribute What ILike. To Do handout and have students complete it,listing only "activities I could tell my parents about" (nothing illegal, no sex). 2. Have students share lists, especially noting which activities are on more than one list.How are they interrelated? How does a leisure activity sometimes help thefamily or career development? 3. Discuss the benefits ofthe activities mental, emotional, physical and economic. 4. NOTE: The activities for Indicators 2 and 4of this Competency and for Competency VIII, Indicator 1also fulfill this Indicator. HS CAREER PLANNING

COMPETENCY X: Understanding the Interrelationship of Life Roles 6. Describe different career patterns andtheir potential effect on family patterns andlifestyle.

Title: Career Patterns

Summary: Students evaluate the potential effects ofvarious career patterns submitted anonymously by others.

Handouts: None Pre-Post Question: How do career changes affectlifestyle?

Special Materials Needed: None

Procedure: 1. NOTE: This activity requires some knowledgeof the career pattern of a parent or guardian. Tell studentsthis is anonymous the information they provide will not beidentified with them or their parent. This needs to be done in a grouplarge enough that information will not be easily identifiable. 2. Have students create a timeline of the careerpattern of one parent. This should beginwith leaving high school (graduation or dropout), and list each job and careerchange and any periods of unemployment. It should be as detailed as possible,but ages can be approximate. Here is an example:

18 --- Graduated from high school 18 -- Went to work in the paper mill 20 -- Started community college part-time,studying electronics 21 -- Laid off from mill. 22 -- Got a job as electronic repairassistant 25 (about) -- Promoted to electronic repair 26 -- Switched to another electronic repairfirm for more money. Moved family to another town, 30 Began taking business courses at communitycollege 35 -- Obtained A.A. degree in business 36 Opened own electronics repair firm, movingfamily back to town where parent originally attended highschool. 40 Hired helper to work in business. 41 Age today. 3. Divide the class into groups. Collect all the papersfrom group A and select one, assigningit to Group B. Take Group B papers, select one and assignit to group C, etc. 4. Have the groups brainstorm all the effects. Howdoes each change affect family, lifestyle, income, lo;ation,time, stress. Have them make up a hypothetical sentence foreach career pattern change. Example: Age 26 -- Family moved, income goes up,they buy new house, time with family goesdown, stress level goes up. HS-X-6

200 HS CAREER PLANNING

COMPETENCY X: Understanding the Interrelationship of Life Roles 7. Describe the importance of leisure activities. Title: The Value of Fun

Summary: Students tie leisure activities to stress reduction, family relations, career skills and other benefits. Handouts: Things I Like To Do (74)

Pre-Post Question: Why are leisure activities so important? Special Materials Needed: None

Procedure: 1. In the activity for Competency III, Indicator 3, students brainstorm a list of ways of dealing with stress. Coalpletethat activity, then have students identify all of the methods whichare leisure activities. 2. Now have students examine the Things I Like ToDo handout completed for Indicator 5 of this Competency. Howmany of the leisure activities could improve family relations?How many could improve career skills? 3. Now you have three ways leisure activitiesare important: reducing stress, improving family relations,improving career skills. What are some other benefits? Have students reviewtheir Things I Like To Do handout and brainstorma list of benefits: Health, self-esteem, fun, to occupy time, camaraderie,meet new people, see new places, fulfill competitive urge, sense of accomplishment,learn new things,improve coordination,reduce weight, self-protection, fulfill creativeurge, improve home, help others, grow food to eat, make a product to sellor give away.

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COMPETENCY X: Understanding the Interrelationship of Life Roles 8. Demonstrate ways that occupational skills andknowledge can be acquired through leisure.

Title: Leisure and Career Skills

Summary: Students relate skills learned in leisure activities to skills needed in careers they have identified.

Handouts: My Skill Record (76) Skills Checklist (82 A-D)

Pre-Post How can theskillslearned through leisure activities help in a career?

Special Materials Needed: None

Procedure: 1. If they have not already done so, have students complete the activities for Competency IV, Indicators 1, 2 and 5. Thiswill provide them a list of skills with a personal score a list of skills tied to personal interests, and a list of skills tied to potential career choices. 2. Have students lay the two Skills Checklists side by side. They look at any skill identified as needed in the personal interests, and see whether that skill would be needed to pursue their career interests. On a separate sheet of paper have them identify all the skills they use for personal interest which could be of use in their career interests. 3. Have students review their skill scores on the My Skill Record handout and record their score on the separate sheet of paper. 4.Have students share the list of skills being developed through personal interests (leisure activities) which will be of use to them in a career.

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COMPETENCY XI: Understanding the Continuous Changes in Male/Female Roles 1. Identify factors that have influenced the changing career patterns of women and men.:

Title: Women in the Workplace

Summary: Students respond to 15 statements and obtain score of their gender biases.They than discuss the changing attitudes which have changed the career patterns of men and women. Handouts: Attitudes Toward Sex Roles (78) Pre-Post Question: How do I feel about women in the work world? What factors have led to the increase of women in the work world? Special Materials Needed: None

Procedure: 1. Distribute Attitudes Toward Sex Roles handout and have students complete it. 2. Go over each statement, inviting discussion and debate. Emphasize the change in attitudes about these statements since World War II. 3. Have students tabulate their total score.Provide the following standards:

15-45 -- None or little gender bias 46-60 -- Some bias 61-75 -- Biased 76-90 -- Extremely biased

4. Briefly discuss the history of the women's movement. Suffrage, women proving they could do the work of men during World War II (Rosie the Riveter), the women's movement of the Sixties and Seventies. 5. Present the facts of the workplace today: More than half of all American women work outside the home; more than 90 percent of American women will work outside the home sometime during their lives; less than 25 percent of families fit the stereotype of two kids with the woman at home and the man working; more men are taking on primary responsibility for child care. 6. Have class brainstorm on the board all the reasons why more and more women are working: They want to; they've proven they can; there are more single women, who have to work; many families need two incomes now; fewer teens entering the workplace means more job opportunities; having fewer children increases work availability; better daycare; more men are willing to care for the home; more employers believe women can do the job. HS-XI-1 HS CAREER PLANNING COMPETENCY XI: Understanding the ContinuousChanges in Male/Female Roles 2. Identify evidence of gender stereotyping and biasin educational programs and occupational settings.

Title: Courses by Gender

Summary: Students identify courses at their own schoolwhich are mostly one gender, then discuss why such bias exists.

Handouts: School Courses (83) Pre-Post Question: What classes at this school aremostly one gender, and why? Would I ever take such a class? Special Materials Needed: Your high school course guide

Procedure: 1. NOTE: Because most mostly-male and mostly-female courses are in thevocational department, youmaywantto involve vocational department personnel in this exercise. 2. Divide class into small groups. Distribute your localhigh school course guide,if available.If not,the School Courses handout will suffice. 3. Have small groups try to designate which coursesmight be mostly male or mostly female. Have them brainstorm reasonswhy the courses are that way. NOTE: Ifpossible, research this yourself ahead of time to be able to confirm student work. 4. Have smallgroups share. Discussgender stereotyping issues, at your school and in society. Have class1-linstorm ways to reduce gender stereotyping at your school how to ensure that students interested in those classes may take themin comfort, without regard to gender. 5. Ask students to share personal situations -- thosewho have been in a gender minority in a class at your school, orthose who didn't take a class because of gender issues. 6. NOTE: In the activity for Indicator 5 of this Competency, students reN..ew a checklist of careers, identifyinggender stereotyping in occupational settings.

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,21 3 HS CAREER PLANNING COMPETENCY XI: Understanding the Continuous Changes.in Male/Female Roles 3. Demonstrate attitudes, behaviors, and skills that contribute to eliminating gender bias and stereotyping.

Title: Susan In The Shop

Summary: Students provide solutions to a hypothetical story of discrimination and harassment.

Handouts: None Pre-Post Question: How would I handle gender bias?

Special Materials Needed: None

Procedure: 1. Present the following vignette:

Susan is a sophomore. She has decided to study auto mechanics. Susan is the only young woman in her shop class. She notices that most of the young men will not sit near her during class, and when the first prolect is assigned, none of them will work with her. She is the only one who has to work alone. 2. Ask the class: What could Susan do? Brainstorm a list on the board: She could talk: To her best friend, the teacher, her guidance counselor, the principal, the students in her auto shop class, students in other non-traditional classes, her parents. She could ignore the incident. She could file an official complaint or take legal action. She could write a letter to the harasser(s). She could drop, the shop class.(You may come up with others.) Discuss the alternatives and solicit opinions. 3. Divide the class into groups. Continue the story:

Susan begins work on her project alone. During the week, her prodact is sabotaged and her tool box hidden. She is unable to finish on time and is likel to et a oor rade 4. Ask the groups to brainstorm which of the alternatives listed on the board she should now pursue. Each group must come up with a consensus answer. Have groups share. Continue:

Some of theoun men be in inchin and attin Susan as they walk b Her clothes are lashed withrease on e Finally, Susan is locked in the changing room with one of the young men in the class. She ets fri htened and screams. Then somebod unlocks the door and runs away. 5. Now which of the alternatives should she pursue. Each group must come up with a consensus answer. Have groups share. 6. Discuss ways of dealing with stereotyping, bias, discrimination and harassment. You may want to do the Labeling activity listed under Middle School Competency II, Indicator 7. HS-XI-3 HS CAREER PLANNING COMPETENCY XI: Understanding the Continuous Changes in Male/Female Roles 4. Identify courses appropriate to tentative occupational choices.

Title: Academic, Vocational and Me

Summary: Students complete handouts linking careers-to-skills-totheir-skills-to-school-courses. Handouts: Workplace Basics: A checklist (84) Skills Checklist (82 A-D) My Skill Record (76) School Courses (83)

Pre-Post Question: How do courses at this school match my tentative career goals?

Special Materials Needed: Your local course guide

Procedure: 1. This activity also is for Competency VII, Indicator 2. 2. First have students complete the activities for Competency IV, Indicators 1 and 5. For Indicator 1, they completed My Skill Record, which lists 24 skills the student has, provides a score for the level of skill, and identifies it as academic, vocational, both or neither. For Indicator V, they listed two careers on theSkills Checklist, identified the skills needed in each, and recorded their score for that skill. 3. On a separate sheet of paper, have students list all the skills which were circled on the Skills Checklist, indicating they are needed for both careers listed. Students definitelyshould be acquiring those skills. 4. Have students draw three columns on their paper. 5. Divide studeLts into sm-11 groups so they can ask questions and confirm the following judgments. 6. In column 1,they record whether the skill is academic, vocational, both or neither. Within the group, most or all of the skills will already have been designated. 7. In Column 2, they identify their score in this skill. That score may already appear on My Skill Record, but may not if it was not one of the 24 selected for My Skill Record handout. 8. In column 3, they identify a course or courses at your school where they can acquire this skill. Use your course guide or the School Courses handout. 9. Have students share information, adding courses to their listsas they hear suggestionsfrom others.Emphasize course selection without regard to gender makeup. 10. NOTE: If students have a four-year plan, they can compare the courses listed in this activity with the courses they have taken and plan to take. HS-XI-4 HS CAREER PLANNING COMPETENCY XI: Understanding the Continuous Changes in Male/Female Roles 5. Describe the advantages and problems of non-traditional occupations.

Title: Non-Traditional Careers

Summary: Students designate traditional gender roles, discuss changes, discuss advantages and problems of non- traditional careers, and select a possible non- traditional career for themselves.

Handouts: Female/Male Job Checklist (68)

Pre-Post Question: Why should I consider a non-traditional career?

Special Materials Needed: None

Procedure: 1.Distribute Female/Male Job Checklist handout. Have each student check in the appropriate column (F or M) all the careers that have traditionally been mostly male or mostly female. Leave blank any that the student cannot designate. 2. Gothrough the list, with theclassdiscussing the designations, citing evidence. Discuss how some are changing. 3. Divide class into groups and provide each group with a blank handout. Have each group designate the careers which they believe should stay mostly female or mostly male. 4. Have small groups share choices (if any).Discuss the advantages and problems of entering a non-traditional occupation. ADVANTAGES DISADVANTAGES

Recognition/Fame Recognition/Infamy May have hiring advantage Co-workers may be hostile May be promoted faster May have to break new ground May get special treatment May get special treatment

5. Have students go through their original list and select at least one non-traditional career that they might consider entering. 6. Have each student share with class,telling why they selected their non-traditional career and what they see as the advantages and di.-;advantages of entering that occupation.

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216 HS CAREER PLANNING

COMPETENCY XII: Skills in Career Planning 1. Describe career plans that reflect the importance of lifelong learning.

Title: Lifelong Learning

Summary: Students examine their own Life Span Chart, and see where learning fits in.

Handouts:Life Span Chart (90) Joe Schmoe (95) Pre-Post Question: How does lifelong learning fitinto career patterns and plans?

Special Materials Needed: None

Procedure: 1. NOTE: Have students first complete the activities for: Competency X,Indicator 6,in which they anonymously describe career patterns of their parents and discuss the effect of those patterns; Competency III, Indicator 1,in which they chart life changes on a Life Span timeline; and Competency VI, Indicator 8, in which they follow Joe Schmoe, a dolt who doesn't know the value of lifelong training. 2. Discuss what Joe Schmoe didn't know. Ask which of the parent patterns reflect a knowledge of the importance of lifelong learning. Which do not? 3. Divide students into groups. Distribute to students the Life Span charts previously completed. Have them augment some of the generic information on the chart with specific training and career information. Example: Where they previously listed "full- time education complete," they now list, "Graduate from community college." Where they previously listed career change, they now list, "Quit as paralegal to go back to school to become a lawyer." 4. Have studentssharein groups, with each individual describing each item on the Life Span Chart, and group discussing the type of learning that may be required at each step. NOTE: Emphasize learning as much broader thanformal education parenting classes, for instance. 5. Solicit individuals to share with class, discussing the Life Span charts as they relate to lifelong learning.

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217 HS CAREER PLANNING COMPETENCY XII: Skills in Career Planning 2. Demonstrate knowledge of post-secondaryvocational and academic programs.

Title: Job Training After High School

Summary: Students create a chart analyzing differentpost-high school options. Handouts: Job Training After High School (81 A-B) Pre-Post Question: What are the advantages anddisadvantages of various post-high school training options?

Special Materials Needed: Local information preferred

Procedure: 1. Distribute Job Training After High School and lead a discussion of the advantages and disadvantages of each. 2. Distribute the blank Training Comparisons chart. Discuss the four factors listed. 3. Divide class into small groups and have them brainstorm comparative levels for the various types of training. 4. Have small groups share with class. Create a master chart to be posted. NOTE: This chart will includejudgments based on opinions and local factors. An example is provided below but no master with answers is provided because some of your answers may differ. POST-HIGH SCHOOL TRAINING COMPARISONS

MPTHOD TIME COST DEPTH OF FLEXIBILITY SPENT TRAININGOF TRAINING

High School None None Shallow Low

Public Vocational Short Low Medium Low Private Vocational Short High Shallow Low

Community CollegeMedium Low Medium Medium

Public Colleges Long Medium Deep High

Private Colleges Long High Deep High Graduate Schools Med./LongHigh Deep High

Apprenticeships Long Get Pay Deep Low Military Long Get Pay Shallow Low

HS- II -2 HS CAREER PLANNING

COMPETENCY XII: Skills in Career Planning 3. Demonstrate knowledge that changes may require retraining and upgrading of emN''.oyees' skills.

Title: Joe Schmoe

Summary: Students complete a humorous handout which emphasizes the need for lifelong learning, then discuss trends.

Handouts: The Working IZfe of Joe Schmoe (95 A-B) The Changing Workplace (108)

Pre-Post Question: What are current employment trends and how does that affect educational requirements? Special Materials Needed: None

Procedure: 1. This activity also is for Competency VI, Indicator 8. 2. Divide class into small teams, each with a recorder. 3. Distribute handout, with one for each person and an extra for each recorder. 4. Read the story aloud. Stop at the end of each sentence which has fill-in-the-blanks.Each group privately selects an answer, which is only written on the recorder's extra copy. 5. Go back through the story, stopping at each fill-in-the- blank. Ask for and confirm correct answers. Have each individual fill out their handout with correct answers. JOE SCHMOE ANSWERS: 1. 12,000 8. $1,300 2. Restaurant Worker (and others) 9. 3 3. 4 percent (some sources say higher) 10. 12 4. $10,920 11. 68 5. $10,895 12. Ability/willingness 6. $25 to learn 7. Electronics Technician (and others) 13. "You're fired!" 6. Ask what was the point of the story.Obviously,the continued need for education.Whataresome of thereasons identified in the story? Answers: High school education qualifies one for fewer careers than previously;high school education provides few job opportunities to make a living wage; technology is changing jobs; employers are expecting workers to retrain. 7. Now pass out The Changing Workplace and discuss on-going trends. What does each mean in terms of education and training? Here are some examples, with the trend number in parentheses: Self- employment (6) requires management and administrative training. The global economy (7) puts a premium on foreign language. Knowledge- intensive (10) requires a broader background and more critical thinking; service (12)requires more people skills. All require more transferable skills, and that means more education. HS-XII-3

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COMPETENCY XII: Skills in Career' Planning 4. Describe school andcommunity resources to explore educational and occupational choices.

Title: Career Resources and Placement Services in my Schooland Community

Summary: Students compile a master list of resources.

Handouts:Career Share (112) Finding Employment (79) Career Interview (98 A-D)

Pre-Post Question: What career and placement resources are available to me?

Special Materials Needed: Phone books, use of telephone

Procedure: 1. NOTE: Meeting this Indicator requires local research. 2, Complete the activitiesdescribedinCompetency VI, Indicators 2 and 6,and Competency VII,Indicator 8.In those activities, students compile three directories: career resources, individuals in selected careers(Career Share),and placement services. 3. Have each student contact one resource to find specific information to share with the class. For Career Shareindividuals, students can conduct an interview using the CareerInterview handout. For educational resources, students may use a catalog or contact a source to provide specific information such as:tuition, other costs, dates, types of training offered,requirements to qualify, financial aid, etc. 4. Have each student report to the class on the resource researched.

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COMPETENCY XII: Skills in Career Planning 5. Describe the costs and benefits of self-employment.

Title: Entrepreneurs

Summary: Students do a self-assessment of skills and personality traits needed to be self-employed.

Handouts: Starting Your Own Business (118 A-D)

Pre-Post Question: What does it take to start a business? Special Materials Needed: None

Procedure: 1. NOTE: Firsthavestudentscomplete theactivityfor Competency VI, Indicator 5(My Own Business), in which students discuss advantages and disadvantages of self-employment, selecta possible self-employment opportunity and see if they have skills needed for that career. 2. Distribute Starting Your Own Business handout and have students complete the checklist. It could be scored as follows to provide a score on a 100-point scale: 11 points for each first sentence (99 possible) 6 points for each second sentence 1 point for each third sentence. 3. Now have students share some of the businesses they identified on the Skills Checklist in the My Own Business Activity. Group those businesses according to the categories on handout 118-D -- Where Do You Get Your Business Idea. Help students generate additional possibilities. 4. Divide the class into groups. Have each student selecta business -- they can keep the one they chose before or switch-- and write the name of it on 118-B next to the question, "What $kills Will I Need as an Entrepreneur?" 5. Have students identify the business chosen to othergroup members. 6. Have groups go through the skills one at a time, with students alternating reading them out loud. For each skill,group helps each student decide how crucial that skill is to the business selected. Put an "A" if the skill would be required ata high level, a "B" if it would be required at a medium level, anda "C" if it would be required at a low level. 7. Have students compare the "A" skills with theones they previously identified on the Skills Checklist. Have students put another A -- (AA) -- next to any skill found in both places. 8. Solicit volunteers to share with class. 9. Note all the skills required torun a business in addition to the skills specific to the business itself. 10. Go back through the checklist and evaluate each question as a cost or benefit. Examine time, money, stress, etc. HS-XII-5 HS CAREER PLANNING COMPETENCY XII: Skills in Career Planning 6. Demonstrate occupational skillsdeveloped through volunteer experiences, part-time employment, orcooperative education programs.

Title: Occupational Experience

Summary: Students identify on a skills list allthe skills they have developed through occupationalexperiences.

Handouts: Skills Checklist (82 A-D) My Skill Record (76) Pre-Post Question: What skills have I learnedthrough volunteer experiences, part-time employment and cooperative education programs?

Special Materials Needed: None

Procedure: 1. Distribute Skills Checklist. 2. Have students identify threeoccupational experiences -- volunteer, part-time(or full-time)employment,or cooperative education -- and write those titles above tho threeblank columns. 3; Divide class into groups. Have studentsshare their three experiences. Have groups go through the SkillsChecklist, with group members helping eachstudent identify any skill which they used for each of the experiences. Have studentsplace checkmarks in the appropriate columns. 4. Have students go back through andcircle any skill which has two or more checkmarks. 5. Distribute My Skill Record. Have studentswrite in the names of any skills whichhad three checkmarks, followed by any which had two checkmarks. The handout does not haveto be filled. 6. Have students rate those skillsaccording to the handout. They may produce a numerical score with a 1for Observed, 2 for Practiced and 3 for Acquired (total of 6 possiblefor any skill). 7. Have students share their skills recordin small groups.

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222 HS CAREER PLANNING COMPETENCY XII: Skills in Career Planning 7. Demonstrate skillsnecessary to compare education and job opportunities.

Title: Educational Planning

Summary: Participants review training choicesfor specific careers and select the most appropriate pathway. Handouts: Career Training (115 A-N) Post-High School Training Comparisons(81-B)

Pre-Post Question: What training/workpathway will be best forme to achieve my career goals? Special Materials Needed: None Procedure: 1. NOTE: Have students firstcomplete activity for Indicator 2 of this Competency,, Job TrainingAfter High School. 2. Have students identifya career choice. 3. Divide students into smallgroups. Distribute one set of Career Training to each group and havegroups help each student identify all the wayscareer training could be obtained. 4. Distribute Post-High SchoolTraining Comparisons, which already has been completed, andalso a blank of this form. Have students copy from the completedform only the lines which could apply to the career they haveselected, based on what they found in their review of Career Trainingand with help from thegroup. 5. At the bottom of the form,under the last line, have students identify their preferencesfor time spent, cost, depth of training, and flexibility of training. 6. Have studentscompare options and identify theone which fits them best. Thismay include delaying education topursue immediate job opportunities. 7. Have students share withtheir groups.

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223 HS CAREER PLANNING COMPETENCY XII: Skills in CareerPlanning individual career plan,updating information 8. Develop an tentative decisions to be from earlier plansand including* implemented after high school. Now/Senior Exit Survey Title: 10 Years From Students set a goal for10 years from now,then work back Summary: "exit survey" to the present.They also complete an listing specific post-highschool plans.

Handouts: Senior Exit Survey(120) after high school, Pre-Post Question: What amI doing immediately and what do I planto do during the next10 years?

Special Materials Needed:None

Procedure: identify a long-range goal --what they 1. Ask students to (no "drug want most 10 yearsfrom now. The goalmust be legal achievable (they can't bepresident 10 years lords") and legally Otherwise allow them to from now because theminimum age is 35). wish -- including"housewife with 10 kids,""make set any goal they goals which might notbe seen a milliondollars a year," and other goals." Have each studentwrite "10 Years From NowI as "career the goal. will ..." on the top of apiece of paper and list Have each student workbackwards 2. Divide class into groups. describe each year, from 10 years hence,writing one sentence to will...," "8 years from nowI will," "7 i.e., "9 years from now I back to "1 year from years from now Iwill," etc., until they get now I will..."and then "This year Iwill..." share with their group,with the group 3. Have each student For instance, challenging any descriptionwhich seems inconsistent. "10 years from now Iwill be a world-famous if student lists, to law school and criminal lawyer," thatstudent better be going college during the countdownto the present. 4. Have some studentsshare with the entireclass. Exit Survey and have studentscomplete it 5. Distribute Senior most students willonly to show theirimmediate plans. Note that first four questions. Somestudents may plan to complete one of the complete two of the work and go to school,in which case they might four questions. with the class. 6. Have each studentshare their plans be extremely valuablefor 7. The last two questions can schools doing self-evaluation.

HS -XII -8 22.j Adult Career Competencies and Indicators

Self-Knowledge

Skills to maintain a positive self-concept Ivory

II: Skills to maintain effective behaviors Orchid

Understanding developmental changes and transitions Salmon

Educational and Occupational Exploration

IV: Skills to enter and participate in education and training Canary

V: Skills to participate in work and life-long learning Green

VI: Skills to locate, evaluate and interpret information Gray

VII: Skills to prepare to seek, obtain, maintain, and change jobs Gold

VIII: Understanding how the needs and functions of society influence

the nature and structure of work Blue

Career Planning

IX: Skills to make decisions Buff

X: Understanding the impart of work on individual and family life Pink

XI: Understanding the continuing changes in male/female roles Green Tint

XII: Skills to make career transitions Tan ADULT Competencies and Indicators

Self-Knowledge

COMPETENCY I: Skills to maintain a positive self concept. 1. Demonstrate a positive self-concept. 2. Identify skills, abilities, interests, experiences, values, and personality traits and their influence on career decisions. 3. Identify achievements related to work, learning, and leisure and their influence on self perception. 4. Demonstrate a realistic understanding of self. COMPETENCY II: Skills to maintain effective behaviors. 1. Demonstrate appropriate interpersonal skills in expressing feelings and ideas. 2. Identify symptoms of stress. 3. Demonstrate skills to overcome self-defeating behaviors. 4. Demonstrate skills in identifying support and networking arrangements (including role models). 5. Demonstrate skills to manage financial resources.

COMPETENCY III: Understanding developmental changes and transitions. 1. Describe how personal motivations and aspirationsmay change over time. 2. Describe physical changes that occur with age and adapt work performance to accommodate these. 3. Identify external events (e.g., job loss, job transfer) that require life changes.

Educational and Occupational Exploration

COMPETENCY IV: Skills to enter and participate in education and training. 1. Describe short and long-range plans to achieve career goals through appropriate educational paths. 2. Identify information that describes educational opportunities (e.g., job training programs, employer- sponsored training, graduate and professional study). 3. Describe community resources to support education and training (e.g., child care, public transportation, public health services, welfare benefits). 4. Identify strategies to overcome personal barriers to education and training.

COMPETENCY V: Skills to participate in work and life-long learning. 1. Demonstrate confidence in the'ability to achieve learning activities (e.g., studying, taking tests). 2. Describe how educational achievements and life experiences relate to occupational opportunities. 3. Describe organizational resources to support education and training (e.g., remedial classes, counseling, tuition support).

2 COMPETENCY VI: Skills to locate, evaluate and interpret information. 1. Identify and use current career information resources (e.g., computerized career information systems, print and media materials, mentors). 2. Describe information related to self-assessment, career planning, occupations, prospective employers, organizational structures, and employer expectations. 3. Describe the uses and limitations of occupational outlook information. 4. Identify the diverse job opportunities available to an individual with a given set of occupational skills. 5. Identify opportunities available through self-employment. 6. Identify factors that contribute to misinformation about occupations. 7. Describe information about specific employers and hiring practices. COMPETENCY VII: Skills to prepare to seek, obtain, maintain, and change jobs. 1. Identify specific employment situations that match desired career objectives. 2. Demonstrate skills to identify job openings. 3. Demonstrate skills to establish a job search network through colleagues, friends, and family. 4. Demonstrate skills in preparing a resume and completing job applications. 5. Demonstrate skills and attitudes essential to prepare for and participate in a successful job interview. 6. Demonstrate effective work attitudes and behaviors. 7. Describe changes (e.g., personal growth, technological developments, changes in demand for products or services) that influence the knowledge, skills, and attitudes required for job success. 8. Demonstrate strategies to support occupational change (e.g., on-the-job training, career ladders, mentors, performance ratings, networking, continuing education). 9. Describe career planning and placement services available through organizations (e.g., educational institutions, business/industry, labor, and community agencies). 10. Identify skills that are transferable from one job to another. COMPETENCY VIII: Understanding how the needs and functions of society influence the nature and structure of work. 1. Describe the importance of work as it affects values and life style. 2. Describe how society's needs and functions affect occupational supply and demand. 3. Describe occupational, industrial, and technological trends as they relate to training programs and employment opportunities. 4. Demonstrate an understanding of the global economy and how it affects the individual.

2!) 7 Career Planning COMPETENCY IX: Skills to make decisions. 1. Describe personal criteria for makingdecisions about education, training, and career goals. 2. Demonstrate skills toassess occupational opportunities in terms of advancement, management styles,work dnvironment, benefits and other conditions ofemployment. 3. Describe the effects of education,work, and family decisions on individual career decisions. 4. Identify personal and environmentalconditions that affect decision-making. 5. Demonstrate effectivecareer decision making skills 6. Describe potentialconsequences of decisions. COMPETENCY X: Understanding the impactof work on individual and family life. 1. Describe how family and leisurefunctions affect occupational roles and decisions. 2. Determine effects of individualand family developmental stages on one's career. 3. Describe how work, family, and leisureactivities interrelate. 4. Describe strategies for negotiatingwork, family and leisure demands with family members (e.g.,assertiveness and time management skills).

COMPETENCY XI: Understanding the continuingchanges in male/female roles. 1. Describe recent changes ingender norms and attitudes. 2. Describe trends in the gendercomposition of the labor force and assess implications for one'sown career plans. 3. Identify disadvantagesof stereotyping occupations. 4. Demonstrate behaviors, attitudes,and skills that work to eliminate stereotyping in education,family, and occupational environments.

COMPETENCY XII: Skills to makecareer transitions. 1. Identify transition activities(e.g., reassessment of current position, occupational changes)as a normal aspect of career development. 2. Describe strategies touse during transitions (e.g., networks, stress management). 3. Describe skills needed forself-employment (e.g., developing a business plan, det-rmining marketingstrategies, developing sources of capital). 4. Describe the skills andknowledge needed for pre-retirement planning. 5. Develop an individualcareer plan, updating information from earlier plans and including shortand long-range career decisions. ADULTS

Competencies and Indicators SELF-KNOWLEDGE

COMPETENCY I: Sxills to Maintain a Positive Self-Concept 1. Demonstrate a positive self-concept.

Title: Me Poem

Summary: Participants write a detailedpoemthat discusses behavior and self-concept.

Handouts: Me Poem (30)

Pre-Post Question: What do I think of myself? Special Materials Needed: None

Procedure: 1. NOTE: This activity will work best if you, the instructor, are an example. Therefore, complete a poem about yourself and be willing to share it. 2. Distribute the Me Poem handout and a copy of a poem you have written about yourself. Review the instructions and each line you wrote. 3. Tell participants they will be encouraged to share poems but do not have to.Most of all they should be honest with themselves. 4. When poems are completed, ask for volunteers to share poems and discuss how they feel and how their behaviors may change based on what they wrote. Volunteer how your self-concept affects your behavior. Ask questions such as,"How does a shy and insecure person act around strangers?" "How does a confident and outgoing person act?" A SELF-KNOWLEDGE COMPETENCY I: Skills to Maintain a Positive Self-Concept 2. Identify skills, abilities, interests, experiences, values, and personality traits and their influence on career decisions.

Title: Knowing Myself

Summary: Participants complete a two-page questionnaire tying hobbies, interests, abilities, influences, beliefs, aptitudes and experiences to career choice.

Handouts: Self-Knowledge Worksheet (69 A-B) Pre-Post Question: How does my life connect with possible career choices?

Special Materials Needed: None

Procedure: 1. Divide group into small groups. Distribute handout. Have groups go section by section, stopping to share beforeanswering the last question (the career question)in each section.For example, the first section asks for a hobby or interest, then asks whatyouactually do in thathobby or interest. Thenthe questionnaire asks: "What career might this interest develop into?" Instead of trying to answer individually, have the group members share at this 'point so others can help with the career possibilities. 2. Have groups continue through sections in this manner. 3. Have entire group go through sheets; ask volunteers to share answers. Have group help anyone who had trouble listing careers. 4. Goal is for everyone in group to have every line completed. 5. NOTE: In the last section (Financial), there are a couple of questions that relate to high school; skip them and answer the final question instead. A SELF-KNOWLEDGE COMPETENCY I: Skills to Maintain a Positive Self-Concept 3. Identify achievementsrelated to work, learning, and leisure and their influence on self-perception.

Title: My Achievements and Me

Summary: Participants share personal achievements, then tie achievements to skills.

Handouts: Skills Checklist (82 A-D) Pre-Post Question: What have I achieved, how do I feel about my achievements, and what skills have those achievements taught me? Special Materials Needed: None

Procedure: 1. Divide participants into groups. Have each person list on a piece of paper their work experience, educational background and leisure activities (almost as if they are working up a resume). 2. Have each person share one of the three items with others in the group, and tell how that achievement influenced their view of self. 3. Distribute Skills Checklist. At the top of the first blank column, participants write the name of one career they have had. In column two, they list their highest level of education achieved. In column three, they list the leisure activity they do best. 4. Have groups go through each skill together, helping group members identify whether they used or learned that skill as part of the career, education or leisure activity listed. Have participants check all that apply. 5. Have participants share with the group any skill with two or more checkmarks. 6. Seek volunteers to share with the full group how they feel about becoming more aware of all the skills they possess. A SELF-KNOWLEDGE

COMPETENCY I: Skills to Maintain a Positive Self-Concept 4. Demonstrate a realistic understandingof self.

Title: Strengths and Weaknesses

Summary: Participants list strengths and weaknesses, share oneof each and receive suggestions of how to use thestrength and how to improve the weakness.

Handouts: Me Poem (30) Skills Checklist (82 A-D) Self-Knowledge Worksheet (69 A-B)

Pre-Post Question: What are my strengths andweaknesses? How can my strengths be utilized,and my weaknesses improved?

Special Materials Needed: None

Procedure: 1. Have participants complete the three priorIndicators for this Competency. Have them collect those worksheets. 2. Divide participants into groups. Have them take apiece of paper and fold it in half bothvertically and horizontally so there are four sections. In the upper left section they write "My greatest strengths are..." and list at least three. Inthe lower left section they write "My greatest weaknesses are and list at least three. They will find many possibilities onthe handouts previously completed. 3. Have each participant share one strength. Groupbrainstorms how that strength could be utilized. Individualswrite suggestions about strength in upper right box. 4. Each participant now shares one weakness. Groupbrainstorms how it could be improved. Individual writessuggestions in lower right box. 5. Discuss with full group the value of a realistic understanding of self and the danger of an unrealistic understanding. Solicit examples from participants. , , ..v.rffeNsIr=nn-rrare7,..104ff.1.5"? 0-1Fx".4f,'

A ::SELF- KNOWLEDGE - COMPETENCTIII: Skills.to Maintain Effective Behaviors zh 1. Demonstrate appropriate interpersonal skills in expre feelingd and ideas;

Title: rIelings Bingo

Summary Participants,,play a bingo game;with words des feelings,,,,then explain Why they'feel that way. Handouts: Bingo Card (16)

Special Materials Needed: Bingo markers (not mandatory)

Pre-Post Question: How am I feeling right now? How would I e that feeling in this group?

Procedure: 1. Distribute Bingo Cards and markers (if available). 2. Each, participant chooses 16 of the words listed, words that they believe describe them that day. They write one4Word. in each box.' 3. Caller calls out feeling names at random. ParticipantiUse. markers or circle each word on card. 4.partiaipant with four boxes.in a row calls out "That and:.:mulit*.tlien'S.teli*thefour. Words.., an&i: explain why thos'. apply.,;Ceatiiiue,plaiinguntil.all have gotten -Bingo and

.4. . . . A ,,SELF -KNOWLEDGE COMPETENCY II: Skills to Maintain Effective Behaviors 2. Identify symptoms of stress.

Title: Stress & Me

Summary: Participants gain insight about what causes them 3 how that stress is manifested, andow to cope,

Handouts: Dear Me (38 A-B) Pre-Post Question: What causes me stress? How does my stress How can I cope? Special Materials Needed: Chalkboard, flip chart or overhe

Procedure: 1. Discuss stress as a normal part of life; ask for examples of situations that cause stress for group members. 2. Distribute Dear Me handout. Have participants fill outthe4 first page only. Ask for volunteers to share their sentencesa: 3. Discuss symptoms of stress, the Body Reactions chard Wild the effect on health. 4. Have participants complete the second page of Dear Discuss positive ways of coping with stress. Brainstorm a lids the board,or: flip chart,Here,aresome examples:

Exercise Take a walk Take a brea Talk to a friend, Play with a pet* Sleep

Draw ' Write in a' diary ;COilcentrate-h4aer Do a hobb yunchv, pilii924*bag Play a s AKeat4e ;Mit* Ask for J he V Close my 'eyes Read Go outdoors Get by myseif4nd yell

A-II-2 . 231 ,..ti,A1W9Mrlirl.ferrifr

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A .'SELF-KNOWLEDGE COMPETENCY Skills toMaintain Effective Behaviors 3. Demonstrate skills to overcome self-defeatingbehav Title: Assertive Behavior

Summary: Participants learn about assertive behavior and pilt it in role-playing situations. 04: .704 :" Handouts: Chart: Aggressive, Passive, Assertive Behavior, Assertiveness Inventory (110-B)

Pre-Post Question: How do I respond inan awkward situation Special Materials Needed: None (

Procedure: 1. Distribute Chart handout and discussthe three ty1:4) behavior and the feelings they produce. 2. Distribute AssertivenessInventory. Have partiqi review each situation, writing in botha wordand number t discomfort as follows:

1 -- None. 4 -- High '=4P 2 -- Little 5 --.Extreme 3 So AVIt, :14t4 4-

3. '.11ave participants., circle all the .5°s s most stryeSsful to them. 1.1,f -," 4. Next have participants score their "ResponsePro. r .writi.ng.,,in ,,,-..A:mord arid

2 USIljaelcyArould_oi, 5 NEVERwould tblth-e 5.aag;ethemtabulate'totalof Response column : , 20-40 --.bry. Assertiye. . a, 41-60 -= Somewhat Assertive

61-Up -- Not Assertive :

6. Now divide group into smallgroups (four preferred),,,, each group one of the situationson the inventory. GiV, several minutes to prepare a role-play. Theymust act the sit', outthreetimes-- oneparticipant acts aggressiveW passively, and one assertively. Thefourth participant,* recipient of all this behavior. 7. Conduct the role-plays. Discuss them.Discuss the va assertive behavior.

A-II-3

235 BEST CPYPir".,1,11k_Brirt_E:, A SELF-KNOWLEDGE COMPETENCY II: Skills to Maintain EffectiveBehaviors 4. Demonstrate skills in identifying supportand networ ng arrangements (including role models) . .4

Title: Networking

Summary: Participants begindeveloping a network of ,p development resources, and select a role mode possible informational interview.

Handouts: Finding Employment (79-A) Occupational Clusters (42-A) Career Interview (98 A-D) Pre-Post Question: Who in my local community could help medevelo my career?

Special Materials Needed: None

Procedure: 1. Distribute Finding Employment and discuss ways ofLgiin.finding ,-, jobs and careers. Emphasize the value of networking. , ,. 2. Distribute first page of Occupational Clusters handou A). Have them.cross out the title and replace itwith' Development Network. They:are going to list'in,the'circleS' who are,` ;career resources as many as they can -- in '.,,,k , relative001friends,-nefghbora,-ceo-workersi,supervitor , , acquaintances", local people. they look 'up to, ! localpeQpl would likeVto meet, business officials; government off'4,6 . .L., community4iaders,'. emplomint:prbfessionals. ,'''':r.,',:'ss.'., ..31; 3: Naire::hem select,one person fromthe'handoUtt a peXt. ,,,,c .4; '6Di:tilde ;,)_AAtba .',_ a ;`,'iiii:cilidsder. Have ,! ,thein Yirrite ;'.vii, ., l;r, :,.,,,, , ;.-..4-,:-'44?iV, - -...,41*,,=1,t!rple(*ix1,1 P:0me-. b6oftw ,0,-;IT, 5` ', ', -4:3:: 4,;partiCpanWiiitb:"mall 'grbitOSItaileA ifkz 4 -,,r;,0 , their ientenbes. ',; '' 5. ',Distribute the Career Interview handout.--Suggas participants contact their identified role model and con informational..interview, completing the Career Interview! 6. OPTION: If you can meet again two weeks'lat4r1,<, results of:the informational interviews. ,i'k.

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CON11?2TCr11:11 IX:, Skills to.DiaintainiAffeatiirshaviorii-;4t 5. Demonstrate skills to manage financial resources,,

Title: ....1:_Alanaging .Money.

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COMPETENCY III: Understanding Developmental Changes and Transitions 1. Describe how personal motivations and aspirationsmay change over time.

Title: My Life Span -- Motivations and Aspirations

Summary: Participants create a timeline of significant growth and changes, then evaluate them based on personal motivations and aspirations.

Handouts: Life Span Chart (90) Pre-Post Question: How do my motivations and aspirations change?

Special Materials Needed: Chalkboard, flip chart or overhead Procedure: 1. Discuss life stages, changes and rites of passage: Have participants brainstorm a list on the board. Examples:

Birth, learn to walk and talk, school begins, change schools, puberty, first love, first job, high school graduation, body growth complete,full-time education complete,full-time work begins, marriage, children, career advancement, divorce, career change(s), children leave home, retirement, old age, death.

2. Give participants Life Span Chart handout. Discuss the "average woman" described on the chart. 3. Have participants fill in their own Life Span Chart to the current time, with the items written above the line. Have them draw a vertical line intersecting the timeline at their current age. 4. Have participants imagine their future, creating the rest of their Life Span Chart, utilizing whichever items they deem appropriate. Again, have them write the items above the line. 5. Now have participants go back through the changes, adding motivations and/or aspirations at each life span change. Theseare written below the line. Have them draw an arrow pointing up if the change in motivation or aspiration caused the life change, andan arrow pointing down if the life change caused the change in motivation or aspiration. Some may be undetermined (no arrow). 6. Haveparticipants share in small groups how their motivations and aspirations changed with their life changes.

A-III-1 A SELF-KNOWLEDGE

COMPETENCY III: Understanding Developmental Changes and Transitions 2. Describe physical changesthat occur with age, and adapt work performance to accommodatethese.

Title: My Life Span Physical

Summary: Participants create a life changestimeline and discuss the effects of physicalchanges.

Handouts: Life Span Chart (90) Pre-Post Question: How do physicalchanges and aging affect work performance?

Special Materials Needed: None

Procedure: 1. NOTE: Have participants firstcomplete the activity for the previous Indicator. 2. Divide group into small groups.Have them take turns reviewing the physical changes on theirLife Span charts, sharing how those physical changes haveactually affected their work performance, or could affect it in thefuture.

A-III-2 A SELF-KNOWLEDGE

COMPETENCY III: Understanding Developmental Changes and Transitions 3. Identify external events (e.g., job loss,job transfer) that require life changes.

Title: My Life Span Environmental

Summary: Participants create a life changes timeline and discuss the effect of environment (external events). Handouts: Life Span Chart (90)

Pre-Post Question: What external events and environmental factors cause life changes? Special Materials Needed: None

Procedure: 1. Have participants first complete the activity for Indicator 1 of this Competency. 2. Divide group into small groups.Have each participant describe to the subgroup the external events (careerrelated or otherwise) which have changed their lives. Have them tellhow their lives were changed, and how they coped. Externalevents are all items on their chart other than physical and developmentalchanges, including: school begins, change schools, first love, firstjob, high school graduation, full-time education complete, full-time work begins,marriage, children, career advancement, divorce, career change(s), children leave home, retirement.

A-III-3

4:24 0 A OCCUPATIONAL AND EDUCATIONAL EXPLORATION COMPETENCY IV: Skills to Enter and Participate in Education and Training 1. Describe short and long-range plans to achievecareer goals through appropriate educational paths.

Title: Educational Planning

Summary: Participants review training choices for specificcareers and select the most appropriate pathway.

Handouts: Career Training (115 A-N) Post-High School Training Comparisons (81-B)

Pre-Post Question: What training will be best for me to achievemy career goals? Special Materials Needed: None

Procedure: 1. NOTE: To complete this activity, participants must already have a career goal in mind. Participants also should firstcomplete the activity for the next Indicator (Job Training). 2. Have participants identify a career choice. 3. Divide participants into small groups. Distributeone set of Career Training to each group and havegroups help each participant identify all the ways that training could be obtained. 4. Distribute Post-high School Training Comparisons, (completed for the activity for the next Indicator), and alsoa blank of this form. Have participants copy from the completedform only the lines which could apply to the career they have selected, based on what they found in their review of Career Trainingand with help from the group. 5. At the bottom of the form,under the last line,have participants identify their preferences for time spent, cost,depth of training, and flexibility of training. 6. Have participants compare options and identify theone which fits them best. 7. Have participants share with their groupsan educational plan of action to achieve their career goals. A OCCUPATIONAL AND EDUCATIONALEXPLORATION COMPETENCY IV: Skills to Enterand Participate in Education and Training educational 2. Identify information that describes opportunities (e.g., job training programs,employer-sponsored training, graduate and professionalstudy).

Title: Job Training After HighSchool

Summary : Participants create a chartanalyzing different post-high school options Handouts: Job Training After HighSchool (81 A-B) Pre-Post Question: What are theadvantages and disadvantages of various post-high school trainingoptions?

Special Materials Needed: Localinformation preferred

Procedure: 1. Distribute Job Training After HighSchool and lead a discussion of the advantages and disadvantagesof each. 2. Distribute the blank TrainingComparisons chart. Discuss the four factors listed. 3. Divide group into small groupsand have them brainstorm comparative levels'for the various typesof training. 4. Have small groups sharewith full group. Create a master chart to be posted. NOTE: Thischart will include -judgments based on opinions and localfactors.An exampleis provided below but some of your answers maydiffer. POST-HIGH SCHOOL TRAINING'COMPARISONS METHOD TIME COST DEPTH OF FLEXIBILITY SPENT TRAININGOF TRAINING

High School None None Shallow Low Public VocationalShort Low Medium Low

Private VocationalShort High Shallow Low

Community College Medium Low Medium Medium Public Colleges Long Medium Deep High

Private Colleges Long High Deep High

Graduate Schools Med./Long High Deep High Apprenticeships Long Get Pay Deep Low

Military Long Get Pay Shallow Low A -IV -2

X112 A OCCUPATIONAL AND EDUCATIONAL EXPLORATION COMPETENCY IV: Skills to Enter and Participate in Education and Training 3. Describe community resources to support educationand training (e.g., child care,public transportation, public health services, welfare benefits).

Title: Educational Support Services Directory

Summary: Participants compile a directory of educationalsupport services.

Handouts: Occupational Clusters (42-A)

Pre-Post Question: What educational support servicesare available to me?

Special Materials Needed: Phone books,access to phones Procedure: 1. NOTE: This activity requires local research. 2. Have participants first complete the activity for Competency II, Indicator 4,in which each person puts togethera career development network. 3. Have the full group work together, using theircareer development network handouts. Use the group's knowledge,augmented by the telephone book and local brochures and information,to compile a list of possible educational support services.Include child care, public transportation, public health services,welfare benefits, remedial classes, counseling, financial aid.NOTE: The state Department of Social and Health Services licensesdaycare homes and will have a list. 4. Have participants actually call the support servicesand find out:

Name of agency Address Phone number Hours open Type of services offered Qualifications required of clientele (age, income,etc.) Fee required

5. Have participants compile a list of placement services which can be shared. A OCCUPATIONAL AND EDUCATIONAL EXPLORATION COMPETENCY IV: Skills to Enter andParticipate in Education and Training 4. Identify strategies to overcome personal barriers to education and training.

Title: Barriers to Education

Summary: Participants complete a handouton which they list personal barriersand develop a planof action to increase educational skills.

Handouts: Me In School (73) Pre-Post Question: What personal barriers do Ihave to education, and how can I overcome them?

Special Materials Needed: Chalkboard, flip chart oroverhead

Procedure: 1. Discuss personal barriersto educationand training. Solicit volunteers to share the barriers they faced. 2. Brainstorm a list of school/trainingsubjects which participants are taking, recently took or plan or hope to take. Write the list on the board or flip chart. 3. Divide group into small groups. Distribute Me InSchool handout. Have participants list all theschool/training subjects they plan or hope to take,followed by the ones they took most recently. Have them complete chart as appropriate. 4. Have participants share in groups. Group isresponsible for helping each participant develop a Plan Of Action and answerthe questions on the bottom of the handout.

A-IV-4 A OCCUPATIONAL AND EDUCATIONAL EXPLORATION

COMPETENCY V: Skills to Participate in Work and Life-long Learning 1. Demonstrate confidence in the ability to achieve learning activities (e.g., studying, taking tests). Title: Following Directions (withhold title from participants) Summary: Participants do exercise which may trick them into not following directions. They then discuss study skills. Handouts: Quiz (4) The Closed Mind (58 A-B) Pre-Post Question: What aresome of the mostimportant study skills? Special Materials Needed: None

Procedure: 1. Do not tell participants the name of the activity. Pass out the exerciseand emphasize thatno participant is to share information about this exercise. 2. Observe how many participants actually follow the directions to "Read everything completely before doing anything." When some participants who followed directions are finished with the exercise, ask how many are still working. See if that question inspires others to follow the directions more closely. 3. When some participants have completed the paper, stop the group. Let one participant explain how they finished so quickly. Lead a discussion about following directions. 4. Seek six volunteers to read the statement "I Don't Care What You Think" shown on The Closed Mind handout. Have them read the statements to the group quickly. Then go back and have each read their statement, stopping after each and asking the group the difference in meaning. Discuss how inflection changes the meaning of words. 5. Discuss listening as a skill. Distribute the Closed-Minded Ear handout and discuss the 10 reasons we fail to communicate. 6. Discuss other learning habits and skills. Have participants brainstorm a list of study and test-taking strategies.

Study examples: Read in segments, use a highlighter, make a fact list, discuss subject with a friend, draw a picture of whatyou learned, makeupquestionsand try toanswer them, relate information to your own life. Test examples: Be well-rested; breathe deeply; take your time; answer the questions you know first, then go back; when unsure, eliminate wrong choices first; write answers in "yourown words." A-V-1 A OCCUPATIONAL AND EDUCATIONALEXPLORATION COMPETENCY V: Skills to Participate in Work and Life-long Learning 2. Describe how educationalachievements and life experiences relat to occupational opportunities.

Title: Occupational Opportunities

Summary: Participants review their career changesand the effect of educational achievement andlife experience on those career changes.

Handouts: Life Span Chart (90) Pre-Post Question: How dooccupational opportunities arise? What has led to the career advancementsin my life?

Special Materials Needed: None

Procedure: 1. NOTE: Have participantsfirst complete Life Span activity described in Competency III, Indicator 1. 2. Solicitvolunteersto identify promotionsand other "positive" occupational changes. Have themidentify the reason for the advancement -- educationalachievement, life experience or a combination of the two. 3. Divide group into small groups.Have each participant review all occupational changes listed ontheir Life Span chart -- both actual and projected.(The Life Span chart looks into the future.) Have them label eachchange with an "E" if it did or will take educational achievement, an"L" if it did or will take life experience, and an "EL" ifit did or will take both. 4. Have participants share in small groups. 5. Discuss how positive occupationalchanges occur.

A-V-2

-x'16 A OCCUPATIONAL AND EDUCATIONAL EXPLORATION

COMPETENCY V: Skills to Participate in Work andLife-long Learning 3. Describe organizational resources to support education and training (e.g., remedial classes, counseling, tuition support).

Title: Financial Aid

Summary: Participants review basic financial aid options,and compile a directory of education resources.

Handouts: Money for School (117 A-C) Pre-Post Question: How can I get help to pay for training? Special Materials Needed: Local scholarship information

Procedure: 1. NOTE: Have participants first complete the activity for Competency IV, Indicator 3, in which they compile an educational resources directory. 2. NOTE: Thisactivity merely scratchesthesurface of available resources. Paying for College, a free booklet which is updated annually, can be obtained from the Washington Student Loan Guaranty Association, 1-800-562-3001. 3. NOTE: Many communities have local scholarship programs. Does yours? 4. NOTE: Financial Aid information changes yearly. Make sure this handout is still current before using it. 5. Ask students how much they think it costs to go to a community college or vocational-technical institute. Most think it is much more expensive than it is, Provide current tuition figures (about $1,300 a year in 1994 in Washington state), and show them it is affordable. 6. Even the more expensive schools -- private four-year colleges and private vocational schools -- can become affordable with financial aid. 7. Distribute the handout and review the different types of financial aid, emphasizing that the schools themselves give away the most. 8. Discuss local sources. 9. Discuss federal financial aid and the FAFSA application process -- somewhat involved and confusing but well worth it if they were to figure the hourly wage for the application process: Divide the amount of money received by`he hours it took to .complete the application! A OCCUPATIONAL AND EDUCATIONAL EXPLORATION

COMPETENCY 177: Skills to Locate, Evaluate and Interpret Information 1. Identify and use current career informationresources (e.g., computerized career information systems,print and media materials, mentors).

Title: Local Career Resources

Summary: Participants compile a directory of local businesses, agencies and individuals willing to share career information.

Handouts: Finding Employment (79 A-B) Career Share (112)

Pre-Post Question: What individuals and agencies in the community can serve as career resources?

Special Materials Needed: Yellow Pages, local newspapers, access to telephones

Procedure: 1. Meeting this Indicator requires local research. 2. Tell group they are going to compile a list of individuals and agencies which could serve as community resources. Ask for volunteers to seek general career resources; the others will work with specific careers. 3. For the "generalists," make a list of questions: Does your community have a Career Center? Career books in the public library? A computer information system? A job placement office? A Chamber of Commerce?Union halls? A business-labor-education partnership council? A youth employment service? Have participants work in two- person teams. Assign each team a question to answer. Provide them with phone books and telephones and a list of questions: Name of agency, address, phone number, hours open, type ofservices offered, qualifications required of clientele (age, income, etc.), fee required. 4. Have other participants select a career field. 5. Distribute the Career Share form and go over it, explaining the information to be solicited. 6. Have participants work in pairs, linking up identical or related careers. 7. Have participants review phone books, newspaper ads and sources on the Finding Employment handout for a list of companies and agencies relatLa to the career identified. 8. Have participants actually call the companies and agencies they find and talk to owners, managers and administrators. Have participants describe the Career Share project and ask to fill out the form over the phone or ask if they can send a form to the individual. 9. Compile a directory for participants. A OCCUPATIONAL AND EDUCATIONAL EXPLORATION COMPETENCY VI: Skills to Locate, Evaluate and Interpret Information 2. Describe information related to self-assessment, career planning, occupations, prospective employers, organizat:nal structures, and employer expectations.

Title: CIA Code

Summary: Participants complete an interest survey which prov:des them a "CIA Code" a top Career Interest Area.

Handouts: Career Interest Areas (86 A-G)

Pre-Post Question: Howdomyinterestsmatch upwith career groups?

Special Materials Needed: None

Procedure: 1. NOTE: The activity described below is a self-assessment tool. To get information about all the items mentioned for :his Indicator, have participants use the Career Resources direc:ory compiled for the previousIndicator. They can identify wl:ich resources can be used for each item mentionedabove. 2. Have participants select partners. While this is really an individual activity, it is a long one and having partners keeps participants from being bored. It also will help readability. 3. NOTE: These instructionsmake little sense without reviewing the handouts. 4. Distribute Career Interest Areas Survey, but not the Career Survey Evaluation Sheet. Have participants alternate readinc the questions out loud to one another. They may discuss answer= but emphasize they should choose the one that fits them best (not just what partner chose). 5. Have partners switch papers for scoring. Partner A will read Partner B's answers out loud. Partner B will record them on own Career Survey Evaluation Sheet. 6. Review and explain instructions on Career Survey Evaluation Sheet. Remind participants to start at the bottom of each letter column. They will have a whole bunch of X's in the "1" row before they get any in the 2 row (the second time they choose a letter). Have everyone stop when they get the chart filled in. 7. Below the chart they are to list their three top Career Interest Areas. They may have to list more if there are ties. 8. They then back up to the last survey page to read the descriptions of their top areas. Then they then look through the career list on the last page and circle careers ofinterest wIthin their top areas. Then they choose one of the three groups as :heir CIA Code. A-VI-2 A OCCUPATIONAL AND EDUCATIONAL EXPLORATION

COMPETENCY VI: Skills to Locate, Evaluate and Interpret Information 3. Describe the uses and limitations of 'ccupationaloutlook information.

Title: Limited Outlook

Summary: Participants review occupational outlook informationand discuss the uses and limitations of using such information.

Handouts: Where The Jobs Are (111)

Pre-Post Question: What are the advantages and disadvantagesof exploring careers based on job outlook? Special Materials Needed: None

Procedure: 1. Distribute handout Where the Jobs Are. Reviewthe two lists. Note that the fastest-growingcareers have more prestige and higher salaries than the careers with the biggestgrowth in total number of workers. How many participants mightbe interested in a career on the fastest-growing list? How many on the biggestgrowth list? 2. Solicit sharing from participants who mighthave held one of the jobs on this handout. 3. Ask what the participants thinkare the benefits of looking at occupations from a demand standpoint. The limitations?Discuss the limitations of this handout-- very limited number of careers listed; information based on projections whichcould turn out to be inaccurate; not local information. 4. Solicit volunteers to identify theircareer goals to the group. Do they know the outlook for that career? How much isthat a factor in career selection? What are the dangers of selectinga career based on its outlook rather than on interests and abilities? 5. Helpparticipants see that growing careers arenot necessarily prestigious or high-paying. High demandcareers are not necessarily "good" careers. Will they takeone of those jobs just because it's available? What could they doto be on the fastest- growing list instead of the biggest growth list?

Answer: Training is the key. On the fastest-growing list,all but one -- home health aide -- require considerable training.On the biggest growth list, only one-- nurse -- requires considerable training.

A-VI-3 A OCCUPATIONAL AND EDUCATIONAL EXPLORATION COMPETENCY VI: Skills to Locate, Evaluate and Interpret Information 4. Identify the diverse job opportunitiesavailable to an individual with a given set ofoccupational ski113.

Title: My Abilities and Careers

Summary: Participants complete a 30-question surveyand then link their answers with career groups andspecific careers.

Handouts: I Am Good At/Career Chart(87 A-J) Pre-Post Question: How do my abilitiesmatch up with careers?

Special Materials Needed: Highlightermarkers

Procedure: 1. Distribute I Am Good At...handout and have participants complete it. 2. Pass out Career Chart, have themreview it and select their three favorite categories. 3. Pass out highlighters. Throughoutthe chart, have them highlight vertically each of the30 items they checked on the survey. While doingthis they should pay no attention to the career names! 4. When done, they examine each career(horizontally) on the chart. For each highlighted career,they count the number of highlighted dots and the total number ofdots, displaying their score as a fraction:9/14 would mean 9 highlighted dots out of 14 dots total. 5. Have them figure out which careers aretheir closest matches. When morethanhalfthe dots forany careerare highlighted it is considered a fair match.Having all but two or three dots highlighted means anextremely close match. 6. Have them figu ::eout which cluster they matched most closely. 7. Discuss the diverse opportunitiesavailable to them. A OCCUPATIONAL AND EDUCATIONAL EXPLORATION

COMPETENCY VI: Skills to Locate, Evaluate and Interpret Information 5. Identify cpportunities available through self-employment.

Title: My Own Business

Summary: Participants produce a list of skills they could use in running their own business, then do a self- assessment of their entrepreneurial traits.

Handouts: Skills Checklist (82 A-D) Starting Your Own Business (118 A-D)

Pre-Post Question: What skills would I needto run myown business?

Special Materials Needed: Chalkboard, flip ciart or overhead

Procedure: 1. Discuss self-employment. Ask if anyone has been self- employed. Have them describe the advantages and disadvantages. 2. Brainstorm on the board a list of differences about self- employment versus working for others: Independent, no supervisor, set own hours, find work yourself, no benefits, total responsibility, overhead. Identify the advantages and disadvantages. 3. Brainstormsome self-employmentopportunities: Retail business owner, musician, actor, consultant, artist, writer, contractor, repairer, counselor, lawyer, doctor. 4. Divide the group into small groups. Have each participant answer the question: "If I were self-employed,I would work as 5. Distribute Skills Checklist to each participant. Have them write the name of this self-employed career at the top of the first blank column. Have them write "I have" at the top of the second column, and "How I could get" at the top of the third. 6. Have small groups review each skill together. If it applies to a participant's self-employed career,they check the first column. If it also is a skill the participant already has, they check the second column. If the first column is checked and the second blank, the participant must complete the third column -- how they could acquire that skill. 7. Have volunteers read a list of all the skills which fit the career they identified. 8. Distribute Starting Your Own Business handout and have participants complete the checklist. 9. Have participantssharesomeof the businesses they identified on the Skills Checklist in the My Own Business Activity. Group those businesses according to the categories on handout 118 D, Where Do You Get Your Business Idea. Help participants generate additional possibilities.

A-VI-5 22 A OCCUPATIONAL AND EDUCATIONAL EXPLORATION COMPETENCY VI: Skills to Locate, Evaluate and Interpret Information 6. Identify factors that contribute tomisinformation about occupations.

Title: Misinformation

Summary: Participants identify misinformation about careers they have performed.

Handouts: None Pre-Post Question: What causes misinformationabout careers?

Special Materials Needed: Chalkboard, flip chart oroverhead

Procedure: 1. Solicit volunteers to identify a career theyhave had and know a lot about. Write the name of the career on theboard or flip chart. 2. Have group brainstorm everything they knowabout that career. Keep going untilan incorrectfactor assumption is presented, as identified by your experienced worker.Examples:

"All lawyers make a lot of money $100,000 a year or more."

"Teachers work less than eight hours a day."

3. Once misinformation is identified, discuss whereit comes from why some (or many) people believe it. Examples: (Lawyers) People assume that all members of a professionmake the average wage, when in fact many (or most)do not!

(Teachers) Students are in school less than eight hours aday, but teachers do morethan staff the classrooms what about preparation and evaluation?! 4. List all the possible reasons for misinformation, onthe board or flip chart. 5. Solicit another volunteer and discuss another career.Do several -- until you get a good list of sources ofmisinformation. 6. Discuss how we can avoid such misinformation.

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253 A OCCUPATIONAL AND EDUCATIONAL EXPLORATION

COMPETENCY VI: Skills to Locate, Evaluate and Interpret Information 7. Describe information about specific employers and hiring practices.

Title: Career Interview

Summary: Participants interview potential employers.

Handouts: Career Interview (98 A-D) Pre-Post Question: Who are somelocal employers,and what are their hiring practices?

Special Materials Needed:Phonebooks, newspapers, accessto telephones

Procedure: 1. Have participants identify a career of interest and select an employer. NOTE: If the group first completes the activity for Competency VI, Indicator 1, they will have a list of employers. Otherwise use the phone book and newspaper ads. 2. Have participants contact the employer and do the Career Interview. Have them inquire about hiring practices, which are not emphasized on the handout. Have them ask the following question and write the answer on a separate sheet of paper: How should workers apply to your company or agency, and what process would they go through? 3. Compile a book of the completed Career Interview handouts. Some participants may have completed the Career Interview handout as part of the activity for Competency II, Indicator 4. A OCCUPATIONAL AND EDUCATIONAL EXPLORATION

COMPETENCY VII: Skills to Prepare to Seek, Obtain, Maintain, and Change Jobs 1. Identify specific employment situations that match desired career objectives.

Title: Objectives and Employment

Summary: Each participant tries to find local employers who could provide a job meeting the participant's career objective.

Handouts: Career Interview (98 A - -D)

Pre-Post Question: What local employers could offer a job fulfilling my career objective?

Special Materials Needed: None

Procedure: 1. NOTE: First have participants complete the activity for the previous Indicator, in which they conduct Career Interviews with local employers and compile a book of those interviews. If that local information cannot be obtained, participants may partially meet this Indicatoi by completing the activity for Competency VI, Indicator 4, I Am Good At/Career Chart (87 A-0. 2. Participants must first identify a career objective. Group participants by career objective. 3. Have participants review the Career Interviews and try to match specific employment situations with their career objective. If they are unable to do so, they may review the Career Share forms completed for Competency VI, Indicator 1, and contact another local employer and conduct the Career Interview. 4. Have each participant review the Career Interviews, and reportto the full group theemployers discovered and any information participant found surprising.

A-VII-1 A OCCUPATIONAL AND EDUCATIONAL EXPLORATION

COMPETENCY VII: Skills to Prepare to Seek, Obtain, Maintain, and Change Jobs 2. Demonstrate skills to identify job openings.

Title: Job Openings

Summary: Participants explore numerous sources of job openings, many of those sources createdin previous activities of this manual.

Handouts: Finding Employment (79-A) Pre-Post Question: How do I find out about job openings? Special Materials Needed: Help Wanted sections of newspapers

Procedure: 1. Distribute Finding Employment and discusseach item. Emphasize that 80-90 percent of job openings are not advertised to the general public. Many employers have no trouble hiring without spending a dime, using four free methods: checking their files (resumes and completed job applications); putting the word out with employees, business contacts and friends; contacting people they know and soliciting them to apply (including "stealing" workers from competitors); and putting a sign in the window. 2. NOTE: Each of the items which follow are descriptions of sourcesofjob openings. Only thelast item is reallyan activity. 3. Item "II, B" on Finding Employment is titled Everyone You Know. Haveparticipantsdo theactivity forCompetency II, Indicator 4, in which they create a Career Development Network of relatives, friends, business acquaintances, role models, etc. These may be contacted about possible job openings. 4. The "Informational Interview," another great way to make job contacts,is described in the activity for Competency VI, Indicator 7. Many people who conduct informational interviews are offered jobs. 5. For Competency VI,Indicator 1,participants compile a Career Resources directory which includes employers who can be contacted about job openings. 6. Divide the group into small groups. Distribute a page of Help Wanted ads to each group. Each participant is assigned one ad -- look for the most complicated ones.The participant reads it to the group. Thegrouphelpsdecipherwhatthe ad means -- abbreviations, qualifications, etc.

A-VII-2 A OCCUPATIONAL AND EDUCATIONAL EXPLORATION COMPETENCY VII: Skills to Prepare to Seek, Obtain, Maintain, and Change Jobs 3. Demonstrate skillsto establisha job search network through colleagues, friends, and family. Title: Networking

Summary: Participants begin developing a networkof career development resources, and select a role model for a possible informational interview.

Handouts: Finding Employment (79-A) Occupational Clusters (42-A) Career Interview (98 A-D)

Pre-Post Question: Who in my local community could help me develop my career? Special Materials Needed: None

Procedure: 1. NOTE: This activity also isused for Competency II, Indicator 4. 2. Distribute Finding Employment and discuss ways of finding jobs and careers. Emphasize the value of networking. 3. Distribute first page of Occupational Clusters handout (42- A). Have them cross out the title and replace it with Career Development Network. They are going to list people who arecareer resources -- as many as they can -- including relatives, friends, neighbors, co-workers, supervisors, business acquaintances, local people they look up to,local people they would like to meet, business officials, government officials, community leaders, employment professionals. 4. Have them select one person from their list, a person they consider to bearolemodel. Havethem write a sentence: is a role model to me because..." 5. Divide participants into small groups. Have them share heir sentences. 6. Distribute the Career Interview handout.Suggest that participants contact their identified role model and conductan informational interview, completing the Career Interview handout. 7. OPTION:If you can meet again two weeks later, share results of the informational interviews. A OCCUPATIONAL AND EDUCATIONAL EXPLORATION

COMPETENCY VII: Skills to Prepare to Seek,Obtain, Maintain, and Change Jobs 4. Demonstrate skills inpreparing a resume and completing job applications.

Title: Job Applications and Resumes

Summary: Participants complete a job application. Handouts: Application for Employment(85 A-B) Resume Tips & Worksheet (116 A-E) Pre-Post Question: How do youcomplete a job application and create a resume?

Special Materials Needed: Computers ortypewriters

Procedure: 1. Have participants review the ResumeTips and the example resume. 2. Have them complete the ResumeWorksheet. They fill out all sections which apply; some may be leftblank. 3. You may have to lead a groupdiscussion to explain the skills list on the last page of the ResumeWorksheet. 4. OPTIONAL: Have them actually type(or word process) the information into a resume format. There arelots of fancy names for resume formats, but thedifferences are mostly a matter of the order of information. The threesections that can be rearranged in any order are Experience,Education and Transferable Skills. Put them in order of your strengths.Other resume tips: Biographical data and your objectives go first.Community, service, hobbies and references go last. Limit the resume to one page,possibly with a second page for references. Make itneat, complete and mistake- free. 5. Distribute Application for Employmenthandout and have participantsselecta position to applyfor and answer all questions, using the resume for information. Discuss 6. Discussany questions which were difficult. neatness. Discuss possible blank areasdue to lack of experience, education, etc. A OCCUPATIONAL AND EDUCATIONAL EXPLORATION

COMPETENCY VII: Skills to Prepare to Seek, Obtain, Maintain, and Change Jobs 5. Demonstrate skills and attitudes essential to prepare for and participate in a successful job interview.

Title: Job Interview Simulation

Summary: All participants experience a simulated job interview.

Handouts: 50 Questions Employers Ask in Job Interviews (51 A-B) Job Interview Score Sheet (50)

Special Materials Needed: Timer

Pre-Post Question: On a scale of 0-100, how would I score in a job interview?

Procedure: 1. Distribute 50 Questions handout. Ask volunteers to share job interview experiences. 2. Provide these instructions: All persons will get chance to interview. Interviews will be timed (5-10 minutes works best). Interview subjects are to answer all questions truthfully. 3. Divide participants into groups of 4(3 or 5 also okay). Arrange chairs so 1 is facing a "panel" of 3. 4. Ask for a volunteer from each group to be the first job applicant. All applicants go to far side of room. Seat panelists. 5. Job applicant approaches panel, introduces self, identifies job applying for. 6. Panelists take turns asking questions from handout. 7. When time is up, applicants immediately return to far side of room. Panelists have 2 minutes to score applicant on Score Sheet handout. 8. One panelist takes completed Score Sheet to applicant. That panelist stays on far side of room and becomes next job applicant. First applicant joins panel. Next interview begins. Keep rotating until all have been interviewed. 9. Groups of 4 discuss and explain results. Then have large- group discussion.

A -VII -5

59, A OCCUPATIONAL AND EDUCATIONAL EXPLORATION

COMPETENCY VII: Skills to Prepare to Seek, Obtain, Maintain, and Change Jobs 6. Demonstrate effective work attitudes and behaviors.

Title: Self-Rating On Important Traits

Summary: Participants score themselves on 25 worker traits. Handouts: Self-Rating On Important Traits (35) Pre-Post Question: What qualities do I have that make me a good worker?

Special Materials Needed: None

Procedure: 1. Distribute Self-Rating On Important Traits handout. Do not have participants complete individually. Instead, have entire group go trait by trait, discussing what the trait means. After each trait is discussed, participants rate themselves. 2. Rather than checkmarks, have participants enter scoring as follows: Very High 5 Above Average 4 Average 3 Below Average 2 Weak 1 This would produce an "average" total of 75(3 all the way down) and a maximum score of 125. 3. Divide group into small groups. Have each participant share one trait in which they scored a 4 or 5, and give a worksituation example demonstrating proficiency in that trait. 4. Now have each participant share one trait they could improve and how they plan to improve. 5. NOTE: The Work Rating Scale handout (61) does about the same thing but with fewer qualities, an easier reading level, and three rating choices instead of five. A OCCUPATIONAL AND EDUCATIONAL EXPLORATION

COMPETENCY VII: Skills to Prepare to Seek, Obtain, Maintain, and ChangeJobs 7. Describe changes (e.g., personal growth,technological developments, changes indemand for products or services) that influence the knowledge,skills, and attitudes required for job success.

Title: Changes

Summary: Participants share personal and workplace changes and discuss effects, then discuss broad workplace trends and their effects.

Handouts: The Changing Workplace (108)

Pre-Post Question: Howhave changes in my life affected my knowledge, skills and attitudes?

Special Materials Needed: None

Procedure: 1. Have each participant write down two things whichhave happened to them in the past three years: The first mustbe a change in their personal life, the second a change in theirwork life. 2. Divide group into small groups. Have each participant share one of the two changes identified,and tell how that change influenced their knowledge, their skills, and their attitudes. 3. Distribute The Changing Workplace. Have full group discuss how those trends hz=!Te affected knowledge,skills and attitudes required for job success. A OCCUPATIONAL AND EDUCATIONAL EXPLORATION COMPETENCY VII: Skills to Prepare to Seek, Obtain, Maintain, and Change Jobs 8. Demonstrate strategies tosupport occupational change (e.g., on-the-job training, career ladders, mentors, performance ratings, networking, continuing education).

Title: Planning Promotions

Summary: Participants review career advancements and how they occurred, and brainstorm strategies to bring about career advancements.

Handouts: None Pre-Post Question: What has led to the career advancements in my life? What can I do to bring about others?

Special Materials Needed: Chalkboard, flip chart or overhead

Procedure: 1. Solicit volunteers to identify promotions and other "positive"occupational changes. Havethem identify how the advancement came about -- what did they do to earn it. Brainstorm a list of reasons on the board,in two broad categories -- educational achievement and experience. 2. Solicit volunteers to present a career advancement they would like to make.Ask the groupto help brainstorm what strategies could be utilized by this person. 3. Divide group into small groups. Have each participant identify a career advancement they would like to make. Have groups brainstorm for each individual. A OCCUPATIONAL AND EDUCATIONAL EXPLORATION COMPETENCY VII: Skills to Prepare to Seek, Obtain, Maintain, and Change Jobs 9. Describe career planning and placement services available through organizations (e.g., educational institutions, business/industry, labor, and community agencies). Title: Local Career Resources Summary: Participants compile a directory of local businesses, agencies and individuals willing to share career information.

Handouts: Finding Employment (79 A-B) Career Share (112)

Pre-Post Question: What individuals and agencies in the community can serve as career resources?

Special Materials Needed: Yellow Pages, localnewspapers, access to telephones Procedure: 1. NOTE: This activity alsois used for Competency VI, Indicator 1. MeetincuthilIndicator requires local research. 2. Tell participants they are going to compilea list of individuals and agencies which could serve as communityresources. Ask for volunteers to uncover general career resources; the others will work with specific careers. 3. For the "generalists," make a list of questions: Doesyour community have a Career Center? Career books in the public library? A. computer information system? A job placement office? A Chamber of Commerce? Union halls? A business-labor-education partnership council? A youth employment service? Have participants work intwo- person teams. Assign each team a question to answer. Provide them with phone books and telephones and a list of questions:Name of agency, address, phone number, hours open, type of services offered, qualifications required of clientele (age, income, etc.), fee required. 4. Have other participants select o career field. Distribute the Career Share form and go over it. 5. Have participants work in pairs, linking up identicalor related careers. 6. Have participants review Yellow Pages,newspaper ads and sources on the Finding Employment handout for a list of companies and agencies related to the career identified. 7. Have participants actually call the companies and agencies they find and talk to owners, managers and administrators.Have participants describe the Career Share project and askto fill out the form over the phone or ask if theycan send a form to the individual. 8. Compile a directory for participants.

263 A OCCUPATIONAL AND EDUCATIONAL EXPLORATION

COMPETENCY VII: Skills to Prepare to Seek, Obtain,Maintain, and Change Jobs 10. Identify skills that are transferablefrom one job to another.

Title: The Skills Employers Want

Summary: Participants record the skills they have usedin various careers and see how they aretransferable to other careers.

Handouts:Workplace Basics: A checklist (84) Skills Checklist (82 A-D)

Pre-Post Question: What skills do today'semployers want most, and which of them doI have? How are my skills transferable to other careers?

Special Materials Needed: Chalkboard, flip chart oroverhead

Procedure: 1. Ask participants what they think 'employerswant most in an employee. Brainstorm a list on the board, 2. Have participants rank the skills listed.They may list experience and dependability at the top.Tell them you have a surprise -- they've missed some of the top onesand have listed ones that aren't on the list. 3. Distribute the Workplace Basics checklist. Go overeach one and discuss what they mean. For each, ask,"Who has this skill?" Call on participants to describe what they havedone to demonstrate they have the skill. Have each participantlist personal answers on the handout on the lines provided. 4. Distribute the Skills Checklist and haveparticipants write above each column the name of a career theyhave held (up to three). 5. Divide group into small groups. The group goesthrough each skill, with group members calling out the names oftheir careers if they utilize that skill. Individuals put acheckmark for each career on their sheet which usesthat skill. 6. Have individuals circle any skill utilizedin all their careers and share with small group. 7. Have each small group come up with the skillsmost utilized by that group. Share with the full group. 8. Put together a massive wall chart of eachperson's skill list so that you can read across each skill and seeall the careers from all group members which use that skill. 9. Have each participant select what they consider tobe their top three skills. Have them review the wall chartto see what other careers have all three of those skills. Havethem make a list of those careers and share it with the full group.

A-VII -10 A OCCUPATIONAL AND EDUCATIONAL EXPLORATION

COMPETENCY VIII: Understanding How the Needs and Functions of Society Influence the Nature and Structure of Work 1. Describe the importance of work as it affects values and lifestyle.

Title: Work, Values and Lifestyle

Summary: Participants explore their values and lifestyles and how work affects those values and lifestyle.

Handouts: Career Values Exercise (20 A-B) Pre-Post Question: What effect does work have on my lifestyle?

Special Materials Needed: Chalkboard, flip chart or overhead

Procedure: 1. Have participants share what they liked best about the best career they ever had. Brainstorm a list on the board -- you will have a list of values. See Values handout for ideas. 2. Divide group into small groups. Have each participant select five values. and list them on a piece of paper, spacing them out on the page. Across the top they list two careers they have held. Have them write "Yes" if the career helped fulfill the value, "No" if the career worked against the value, and "Maybe" if the effect was between Yes and No. Then add reasons. Example: Journalist Paramedic

Creativity Yes: Very creative No: Nooutlet for work (writing) creativity

Leisure time No: Lots of overtime Yes: Set shifts

Helping others Maybe: Informed others Yes: So rewarding to but caught flack, too save a life! 3. Have participants share their charts in small groups. 4. Back to the full group. Write the following lifestyle options on the board: Marital status, number of children, work status (full-time, part-time, not working), career choice, community activities, leisure activities. 5. Have each participant produce a paragraph profile of those items based on their most recent job or career: "I most recently was a full-time logger, married with two children. I volunteer with the Yes To Youth program, and like to ski." 6. Now participants write a second paragraph telling how the work role affects the other roles, both positively and negatively. "Working full-time as a logger brought in considerable money but meant I was away from home a lot, and that makes it hard on my spouse and children and cut into my volunteer work and skiing time." Have participants share in small groups. A-VIII-1

263 A OCCUPATIONAL AND EDUCATIONALEXPLORATION

COMPETENCY VIII: Understanding How theNeeds and Functions of Society Influence theNature and Structure of Work 2. Describe how society's needs and functions affect occupational supply and demand.

Title: Local Trends

Summary: Participants will have a better understanding of how local changes affect career opportunities.

Handouts: Facts (21 A-B) Where The Jobs Are (111) Special Materials Needed: This handout is local! You must write one for your local area!

Pre-Post Question: How are local trends affecting careers?

Procedure: 1. NOTE: The Facts handout is provided as an example. You will have to create one for your local area. If you choose not to do so, you may do the following activity instead. 2. Ask participants how many of their grandparents were farmers? How many of their parents? How many of them have worked as farmers? How many hope to work as farmers in the future? Note a declining trend. Ask the same questions for loggers. And for factory workers. 3. What has caused declines in the need for these workers? (Farming -- high technology uses machines instead of people. Logging -- reduced supply. Manufacturing -- high technology; cheap labor overseas.) How do they feel about these careers? Discuss how reduced demand for an occupation affects its prestige and the career choices of workers. What generally happens to salaries when a career is on the decline? 4. Solicit participants to discuss careers they have held which have experienced a decline. Have them tell what happened to them when the demand went down. 5. Now ask participants to identify some careers which are increasing. How do they feel about careers which are on the rise? 6. Distribute handout Where the Jobs Are. Review the two lists. How many might be interested in a career on the fastest- growing list? How many on the biggest growth list? 5. Help participants seethatgrowingcareersarenot necessarily prestigious or high-paying.High demand does not necessarily have the presumed effect. Will they take one of those jobs just because it's available? What could they do to be on the fastest-growing list instead of the biggest growth list? Answer: Training. On the fastest-growing list, all but one -- home health aide -- require considerable trainiag. On the biggest growth list, only one -- nurse -- requiresAVM-2 considerable training. A OCCUPATIONAL AND EDUCATIONAL EXPLORATION COMPETENCY VIII: Understanding How the Needs and Functions of Society Influence the Nature and Structure of Work 3. Describe occupational, industrial, and technological trends as they relate to training programs and employment opportunities.

Title: Joe Schmoe

Summary: Participants complete a humorous handout which emphasizes lifelong learning, then discuss trends.

Handouts: The Working Life of Joe Schmoe (95 A-B) The Changing Workplace (108) Pre-Post Question: What are current workplace trends and how does that affect training and employment? Special Materials Needed: None

Procedure: 1. Divide group into small teams, each with a recorder. 2. Distribute handout, with one for each person and an extra for each recorder. 3. Read the story aloud. Stop at the end of each sentence which has fill-in-the-blanks.Each group privately selects an answer, which is written only on the recorder's extra copy. 4. Go back through the story, stopping at each fill-in-the- blank. Ask for and confirm correct answers. Have each individual fill out their handout with correct answers. JOE SCHMOE ANSWERS: 1. 12,000 8. $1,300 2. Restaurant Worker (and others) 9. 3 3. 4 percent (some sources say higher) 10. 12 4. $10,920 11. 68 5. $10,895 12. Ability/willingness 6. $25 to learn 7. Electronics Technician (and others) 13. "You're fired!" 5. Ask what was the point of the story.Obviously,the continued need for education.What aresomeof thereasons identified in the story? Answers: High school education qualifies one for fewer careers than previously;high school education provides few job opportunities to make a living wage; technology is changing jobs; employers are expecting workers to retrain. 6. Now pass out The Changing Workplace and discuss on-going trends. What does each mean in terms of education and employment? Examples: Self-employment (6) requires management and administrative training. The global economy (7) puts a premium on foreign language.Knowledge- intensive (10) requiresa broader background and more critical thinking; service (12) requires more people skills. All require more transferable skills. A OCCUPATIONAL AND EDUCATIONAL EXPLORATION

Competency VIII: Understanding How the Needs and Functions of Society Influence the Nature and Structure of Work 4. Demonstrate an understanding of the global economy and how it affects the individual.

Title: The Global Economy

Summary: Participants examine where their shirts/jackets were made and discuss the global economy.

Handouts: None Pre-Post Question: What is the global economy and how does it affect me? Special Materials Needed: Chalkboard, flip chart or overhead

Procedure: 1. Divide group into groups of five or six and put each group in a circle. Have them stand so each is behind the one in front. Have the person behind turn down the collar of the person in front of them, read the label and try to identify where the garment was made. 2. Have participants identify countries where garments were made. Write the countries on the board. Add up what percentage of garments were made outside the United States. 3. Ask the participants why so many garments are made outside the U.S. Discuss the notion of cheap labor overseas and how that has removed production jobs from our economy. Discuss the types of jobs that have taken the place of production jobs in this country: designing, acquiring and creating raw materials, import/export, buying, selling, explaining, installing, repairing. 4. Now turn to cars. How many own or drive "American" cars? Is there really any such thing anymore? Many "American" models are actually "Japanese" cars. Many "Japanese" models are assembled in the U.S. Most cars now have parts from more than one country. What other goods do participants own from other countries? Discuss implications for consumer attitudes. 5. Discuss the changing workforce: Most of those entering the workforce today are not white males. Many speak English as a second language. 6. Have participants brainstorm worker implications of the global economy, with an increased need for: bilingual workers; workers who can travel; workers who understand and are accepting of other cultures; workers with high-level communications skills using telephone and fax machines; workers who can work for owners and supervisors from other nations.

A-VIII-4

26 A CAREER PLANNING COMPETENCY IX: Skills To Make Decisions 1. Describe personal criteria for making decisionsabout education, training, and career goals.

Title: Career Values Auction

Summary: Participants will know which of seven key valuesare most important to them in selecting careers.

Handouts: Career Values Auction (20 A-B)

Special Materials Needed: Several copies of 20-B withstatements cut into individual pieces of paper

Pre-Post Question: What values are most important to me in selecting careers? Procedure: 1. NyTE: Prepare for this activity by makingseveral extra copies of 20-B and cutting up the statementsso each is on its own piece of paper. 2. Have participants complete decision-making gridon 20-A. 3. Have them count how many times each numberedvalue was chosen and see which ones are listed first. 4. Discuss the differing results in thegroup. Have them put that paper aside. 5. Distribute the Career Values Auction andannounce that the values will be "auctioned" to thegroup. There will be more than one "copy" of each value. Each participant is expectedto buy at least one of the statements. 6. Have participants fill out the "AmountBudgeted" column; th.y should budget to buy as many valuesas they desire. 7. Begin the auction. Sell the first "copy"of each value until all values are soldonce. Then keep going through the list again as necessary. 8. Discuss who bought which values and why. 9. Now have participantscompare 20-B the value(s) they bought -- with20-A, thedecision-making grid. Howdid the purchases compare with original scoring by individuals? A CAREER PLANNING COMPETENCY IX: Skills To MakeDecisions 2. Demonstrate skills to assessoccupational opportunities in terms of advancement, managementstyles, work environment, benefits and other conditions ofemployment.

Title: Working Conditions

Summary: Participants complete a chartlisting which working conditions they find acceptable, thenanalyze the working conditions of several careers, then comparethose careers with the ones they found acceptable.

Handouts: Working Conditions (100) Pre-Post Question: What are theworking conditionsof various careers?

Special Materials Needed: None

Procedure: 1. Divide the group into small groups. 2. Distribute the Working Conditions handout. Have participants write "Me" above the firstcolumn on the chart. Have the group go through each condition,with each participant putting a double check for theconditions they prefer, and a single check for any conditions they would accept(but not prefer). 3. There are two blank lines at thebottom.Have group brainstorm two other items they want toknow about -- "lots of room foradvancement," "full benefits," "participatorymanagement style," etc. on those lines. Haveindividuals complete the "Me" column for those items. 4. Have each participant identify3-4 careers of interest and write the career names at the top ofthe remaining columns. 5. Have groups start with the firstworking condition, "always inside." They alternate identifying one career at atime, and group members use their experience todecide whether that condition applies to the career identified. If so,that box is checked. Have them keep going until all careers havebeen named; then go to the next working condition. 6. Have participants compile a WorkingConditions score for each career, described as a fraction:On the bottom is the number of conditions identified for that career; onthe top is the number of those conditions that the participantlisted as preferred in column one (double checks) .Thus a score of 4/6 would mean that six of the working conditions listedapplied to the specific career, and that the participant wants four ofthose six. 7. Have participants share.

A-IX-2

2 0 A CAREER PLANNING COMPETENCY IX: Skills To Make Decisions 3. Describe theeffectsof education, work, andfamily decisions on individual career decisions.

Title: Decisions

Summary: Participants identify three decisions they have made and discuss the effects of those decisions on theircareer development.

Handouts: None

Pre-Post Question: What decisions have I made about education, work and family which have affectedmy career development? Special Materials Needed: None

Procedure: 1. Have each participant write on a piece ofpaper three decisions, each beginning with the phrase, "I decided..." The first is a decision made about educationor training, the second about work, the third about family. Examples:

"I decided not to go on to education after high school." "I decided to take a business class at the community college." "I decided to quit my job as ...." "I decided not to accept a job offer as

"I decided to get married." "We decided not to have children."

2. Have participants also identifya career they would most like to pursue. Have participants take turns sharingone of their decisions and telling the group how that decision affectedtheir career development to date, and how it may affect theircareer future. Keep going until all participants have shared allthree decisions and their effects.

A-IX-3

271 A CAREER PLANNING COMPETENCY IX: Skills To Make Decisions 4. Identify personal and environmental conditions that affect decision-making.

Title: Doing Without

Summary: Participants analyze what they could "do without" in a geographically isolated community.

Handouts: Do Without List (72) Pre-Post Question: How would moving to an isolated place change my life?

Special Materials Needed: None

Procedure: 1. NOTE: The activity for Competency III, Indicator 3, also fulfills this Indicator. 2. Distribute Do Without handout and have participants rank the first list, with No. 1 being the thing they need most, and No. 14 the item they could most easily do without. 3. Have participants share their No. 1 and No. 14 selections. 4. Divide group into small groups and have groups rank the 13 items on second list, with No. 1 the most frustrating item. 5. Have groups share. 6. Discuss other factors, such as health climate, topography, culture (holidays/mores), laws, ethnic background, family traditions, family needs, etc., that could affect decision-making. A CAREER PLANNING COMPETENCY IX: Skills To Make Decisions 5. Demonstrate effective career decision-making skills. Title: Career Decisions

Summary: Participants review the decision-making process and find out how much they really know about a career theyare considering.

Handouts: The Decision-Making Process (45-A) Career Interview (98 A-D)

Pre-Post Question: How much do I know about a career Iam thinking of pursuing? Special Materials Needed: None

Procedure: 1. Distribute the Decision-making Process and reviewnow effective decisions are made. 2. Discuss specific information needed to make career decision3. Distribute the Career. Interview handout, which describes specificquestionspersonsshould be able to answer before selecting a career. 3. Have each participant identify a potentialcareer choice and attempt to complete the Career Interview questionnaire withno assistance. 4. Divide group into small groups and have participantsshare the questions they were unable to answer. 5. NOTE: If group has completed activity for Competency VI, Indicator 7, they have a book of Career Interviews which couldbe used to compare and answer the questions participantswere unable to answer on their own. 6. Have groups biainstorm other questions besides thoseon the Career Interview hanant which may need to be answered, suchas effects of this career choice on their family, income, location, time, stress, community activities and leisure activities. A CAREER PLANNING COMPETENCY IX: Skills To Make Decisions 6. Describe potential consequences ofdecisions.

Title: Career Consequences

Summary: Participants identify a career and discuss its possible effects on family, income, location, time, stress, community activities, and leisure activities.

Handouts: Career Interview (98 A-D)

Pre-Post Question: Whatare the potential consequences of my tentative career choice?

Special Materials Needed: None

Procedure: 1. Have participants first complete the activityfor the previous Indicator. 2. Have each participant write on a piece of paper the career they used for the Career Interview handout. Have themwrite the following factors down the left side, leaving space after each one:

Family, income, location, time, stress, community activities, leisure activities. 3. Divide group into small groups. Begin with the firstfactor -- Family -- and haveeach participant tell the group how the career choice would affectthatperson's family. Group asks questions to help each participant clarify. Each participantwrites the answers on the paper. 4. Now go to the next factor -- income -- and have each participant answer how the career choice would affect income. Continue through each factor until you have a list of personal consequences for that career choice. 5. Have participantstellgroup whether theyare still interested in that career, based on the consequences. A CAREER PLANNING

COMPETENCY X: Understanding the Impact of Work on Individual and Family Life 1. Describe how family and leisure functions affect occupational roles and decisions.

Title: Time for Life

Summary: Participants complete a handout of things they must do and things they want to do, then discuss how family and leisure activities affect work roles and decisions.

Handouts: Time Priorities (71) Pre-Post Question: How do my family and leisure roles affect my occupational roles and choices? Special Materials Needed: None

Procedure: 1. Distribute Time Priorities and have participants complete it, leaving the student section blank if they are nota student. They likely will have to use a separate sheet of paper for "Things I Must Do" as a family member and worker; encourage them to produce as large a list as possible. 2. Have a volunteer share.Ask volunteer to discuss how functions as a family member affect functions as a worker. The effect may be huge (quit a job to devote time to family) or small (ask for a day off work to go on a family outing). See which family member functions are for leisure. Which other functions-- friend, member of an organization, for myself -- are for leisure? How do those affect worker functions? What often happens to Things I Want To Do? 3. Divide group into small groups and have each share in similar fashion.

A-X-1

2 75 A CAREER PLANNING

COMPETENCY X: Understanding the Impact of Work on Individual and Family Life 2. Determine effects of individual and family developmental stages on one's career.

Title: My Life Span

Summary: Participants create a timeline of significant growth and changes,then evaluate the effect of individual and family development on one's career.

Handouts: Life Span Chart (90) Pre-Post Question: How is my career affected as I and my family develop? Special Materials Needed: Chalkboard, flip chart or overhead

Procedure: 1. NOTE: This activity in various forms is used for Competency III, Indicators 1-3. 2. Discuss life stages, changes and rites of passage: Have participants brainstorm a list on the board. Examples:

Birth, learn to walk and talk, school begins, change schools, puberty, first love, first job, high school graduation, body growth complete, full-time education complete,full-time work begins, marriage, children, career advancement, divorce, career change(s), children leave home, retirement, old age, death.

3.Give participants Life Span Chart handout. Discuss the "average woman" described on the chart. 4. Have participants fill in their own Life Span Chart to the current time, writing in the items. Have them draw a vertical line intersecting the timeline at their current age. 5. Have participants imagine their future, creating the rest of their Life Span Chart,utilizing whichever items they deem appropriate. 6. Divide group into small groups. Have participants share. For each one, participant must tell how that item did (or would in the future) affect their career. A CAREER PLANNING

COMPETENCY X: Understanding the Impact of Work on Individualand Family Life 3. Describe how work, family, and leisure activities interrelate.

Title: Things I Like To Do

Summary: Participants compile a list of activities,designate whether they are fcr leisure, familyor career growth, and discuss the positive effects of t'.oseactivities. Handouts: Things I Like To Do (74)

Pre-Post Question: How are my work, leisure andfamily activities related?

Special Materials Needed: None

Procedure: 1. Distribute What I Like To Do handout andhave participants complete it. 2. Have participants share lists,especially noting which activities are on more thanone list. How are they interrelated? How does a leisure activity sometimes helpthe family or help career development? How do the activities conflictfor time or money? 3. Discuss the benefits of the activities mental, emotional, physical and economic. A CAREER PLANNING

COMPETENCY X: Understanding the Impact of Work on Individual and Family Life 4. Describestrategie,3 for negotiating work, family and leisure demands with family members (e.g., assertiveness and time management skills).

Title: Time Conflicts

Summary: Participants list priority activities, role-play conflicts in time priorities, and re-evaluate their own priorities.

Handouts: Time Priorities (71) Chart: Aggressive, Passive and Assertive (110-A)

Pre-Post Question: How do I resolve all the demands on mytime?

Special Materials Needed: None

Procedure: 1. NOTE: Have participants first complete the activity for Indicator 1 ofthis Competency, in which participants list activities performed indifferent life roles. 2. Have participants first complete the activity for Competency II, Indicator 3,in which they learn about assertive behavior. 3. Divide group into small groups. Distribute the behavior Chart handout. 4. Have groups review the Time Priorities handout of each group member, and select one in which timeconflicts are obvious. 5. Have groups create a role-play in which a familydiscusses these time conflicts and tries to manage family time.Assign approaches to each family member -- aggressive, non-passive and assertive -- with at least one of each. 6. Have groups present role-plays. 7. Discuss Time Management skills and the value of prioritizing. 8. Have each participant go back through the activitieslisted onthe TimePrioritieshandout andlist them in orderof importance, regardless of whether they are on the "must do" list or the "want to do" list. 9. Have each share their top priorities with their group and discuss how they may change their approach to "must do" and "want to do" based on this new priority list. A CAREER PLANNING COMPETENCY XI: Understanding the Continuing Changes in Male/Female Roles 1. Describe recent changes in gender norms and attitudes.

Title: Women in the Workplace

Summary: Participants respond to 15 statements and obtain score of their gender biases.They then discuss the changing attitudes which have changed the career patterns of men and women. Handouts: Attitudes Toward Sex Roles (78) Pre-Post Question: How do I feel about women in the work world? What factors have led to the increase of women in the work world?

Special Materials Needed: Chalkboard, flip chart or overhead

Procedure: 1. Distribute Attitudes Toward Sex Roles handout and have participants complete it. 2. Go over each statement, inviting discussion and debate. Emphasize the change in attitudes about these statements since World War II. 3. nave participants tabulate their total score.Provide results as follows:

15-45 -- None or little gender bias 46-60 -- Some bias 61-75 -- Biased 76-90 -- Extremely biased

4. Briefly discuss the history of the women's movement. Suffrage, women proving they coula do the work of men during World War II (Rosie the Riveter), the women's movement of the Sixties and Seventies. 5. Present the facts of the workplace today: More than half of all American women work outside the home; more than 90 percent of American women will work outside the home sometime during their lives; less than 25 percent of families fit the stereotype of two kids with the woman at home and the man working; more men are taking on primary responsibility for child care. 6. Have croup brainstorm on the board all the reasons why more and more women are working: They want to; they've proven they can; there are more single women, who have to work; many families need two incomes now; fewer teens entering the workplace means there are more opportunit4.es; having fewer children means women are more available; better daycare; more men are willing to care for the home; more employers believe women can do the job.

A-XI-1

273 A CAREER PLANNING COMPETENCY XI: Understanding theContinuing Changes in Male/Female Roles composition of the labor 2. Describe trends in the gender force and assess implicationsfor one's own career plans.

Title: Women in the Workplace one Summary: Participantsdiscussgender trendsand present example of how those trends haveaffected their careers.

Handouts: None Pre-Post Question: How has thegrowth of women in the workplace affected me?

Special Materials Needed:Chalkboard, flip chart or overhead

Procedure: 1. NOTE: Have participants firstcomplete the activity for the previous indicator. 2. Solicit a couple of volunteers(women and men) to tell about workplace gender changesthey have experienced non- traditional careers they have done; menin traditionally male careers who haveexperienced a "groundbreaker"; daycare onthe job; women re-entering theworkforce or the education system,etc. 3. Brainstorm a list of trends onthe board, such things as: More than half of allAmerican women work outside thehome; more than 90 percent ofAmerican women will work outsidethe home sometime during their lives; lessthan 25 percent of familiesfit the stereotype of two kidswith the woman at home and the man working; more men are taking onprimary responsibility for child care; the income gapbetween male and female workersstill exists, though it is lessening; women areentering more and more non- traditional occupations but arestill concentrated in low-paying, and traditional jobs; more women supervisors, managers entrepreneurs. 4. Divide group into small groups.Have each individual share one situation inwhich changes in the gendercomposition of the workforce has changed them at work oraffected their career plans.

A-XI-2

2 .)fi A CAREER PLANNING

COMPETENCY XI: Understanding the Continuing Changes in Male/Female Roles 3. Identify disadvantages of stereotyping occupations.

TiLle: Non-Traditional Careers

Summary: Participants designate traditional gender roles, discuss changes, discuss advantages and problems of non- traditional careers, and select a possible non- traditional career for themselves.

Handouts: Female/Male Job Checklist (68)

Pre-Post Question: Why should I consider a non-traditional career? Special Materials Needed: None

Procedure: 1. Distribute Female/Male Job Checklist handout. Have each participant check in the appropriate column(F or M)all the careers that have traditionally been mostly male or mostly female. Leave blank any that the individual cannot designate. 2. Go through the list, with thegroupdiscussingthe designations, citing evidence. Discuss how some are changing. 3. Divide participants into small groups and provide each group with a blank handout. Have each group designate the careers which they believe should stay mostly female or mostly male. 4. Have small groups share choices (if any).Brainstorm advantages and problems of entering a non-traditional occupation.

ADVANTAGES DISADVANTAGES

5. Have participants go through their original list and select atleast one non-traditional career that they might consider entering. 6. Have each participant share with group, telling why they selected that non-traditional career and what they see as the advantages and disadvantages of entering that occupation.

A-XI-3

281 A CAREER PLANNING COMPETENCY XI: Understanding the ContinuingChanges in Male/Female Roles 4. Demonstrate behaviors, attitudes,and skills that work to eliminate stereotyping in education,family, and occupational environments.

Title: Labeling

Summary: Participants play a game in which each wears a label on the back and other participants treat themaccordingly.

Handouts: None Pre-Post Question: In what ways do we labelpeople without really knowing them?

Special Materials Needed: Index cards, timer

Procedure: 1. Discuss labeling and how we pre-judge people.Tell group they are going to play a game in which each of themis labeled; the goal is to figure out "who you are" by the waypeople act toward you. You cannot tell anotherparticipant their label or identify exactly what they do. 2. Tape index card label on the back of each person,making sure individuals do not seetheir labels. Tell them the label identifies a career, lifestyle, attitude, ability or culture. 3. Have the group form two circles, inner and outer. Amember of the inner circle faces a member of the outercircle, in pairs. Each person looks at the label of their"partner," and then interacts with the partner for 30 seconds based on the label. 4. Every thirty seconds have the circles shift soeach person gets a new partner. Keep going until a fullcircuit is achieved. 5. Have all participants sit in one circle. Goaround the circle and ask each to identify themselves as closely aspossible. Have each justify their identification. 6. Some suggestions for labels (some requiregender): President Drug Pusher Person with VD Your best friend Mentally handicapped Mass Murderer Social Worker Househusband Women's liberationist Minister Senile Person Alcoholic Genius Housewife Best-looking in town Male Nurse Male chauvinist Woman Astronaut Dictator Rock Star Pro Athlete 7. Discuss strategies to eliminate stereotyping,including: eliminating assumptions (white-coated man is a doctor, white-coated woman a nurse); doing non-traditionalchores at home (woman rows lawn, man does dishes); not making a big deal when someonechoL3es a non-traditional role. A -XI -4

23,7 A CAREER PLANNING COMPETENCY XII: Skills to Make Career Transitions 1. Identify transition activities (e.g., reassessment of current position, occupational changes) as a normal aspect of career development.

Title: Goal-setting and Transition Summary: Participants identify goals and discuss how to achieve them. Handouts: My Goals (103)

Pre-Post Question: Whatare my tentativegoalsand how do I achieve them?

Special Materials Needed: None

Procedure: 1. NOTE: First have participants complete som' or all of the Life Span activities for Competency III, which emphasize changeas a part of life. 2. Discuss goal-setting as a lifelong activity. Distribute the My Goals handout and have participants complete it. (They may leave the school section b7.ank if they are not currently in school.) 3. Divide group into small groups and have each participant share. For each goal, have group ask, "How do you plan to achieve that goal?" 4. Have group make sure individual does not have goals in conflict -- a career goal of lawyer and an educational goal of studying auto mechanics. 5. Have full group discuss strategies for achieving goals.

A-XII-1

233 A CAREER PLANNING COMPETENCY XII: Skills to MakeCareer Transitions (e.g., 2. Describe strategies to useduring transitions networks, stress management).

Title: Transition Strategies network and Summary: Participants develop a personal resources discuss stress management.

Handouts:Occupational Clusters (42-A) Dear Me (38 A--B) Pre-Post Question: How can I handle careertransitions?

Special Materials Needed: None

Procedure: 1. Discuss the impact of careerchange and job loss. Solicit a volunteers to share. Emphasize involuntary job loss as significant event, comparable todivorce or death of a family member. Even a voluntary career orjob change produces significant stress. 4, 2. In the activity for Competency II, Indicator participants create a personal CareerDevelopment Network. If they have done this activity, have themget that list out. Distribute a blank of the same form (OccupationalClusters, 42-A). Have them cross out the title andwrite in My Personal Network. Now havethem try to fill all the circleswith people who could help themin a time of career transition -- somefrom the previous network, and some who are personal resources. 3. The following stress activityalso is used for Competency II, Indicator 2. 4. Distribute Dear Me handout. Haveparticipants fill out the first page only. Ask for volunteers toshare their sentences. 5. Discuss symptoms of stress, theBody Reactions chart and the effect on health. 6. Have participants complete thesecond page of Dear Me. Discuss positive waysof coping withstress. Here aresome examples:

Exercise Take a walk Take a break Talk to a friend Play with a pet Sleep Draw Meditate Write in a diary Concentrate harder Do a hobby Punch a punching bag Play a sport Breathe deeply Ask for help Listen to music Close my eyes Read Go outdoors Get by myself and yell A-XII-2

28 1 A CAREER PLANNING COMPETENCY XII: Skills to Make Career Transitions 3. Describe skills needed for self-employment (e.g., developing a business plan, determining marketing strategies, developing sources of capital).

Title: Entrepreneurs

Summary: Participants do a self-assessment of skills and personality traits needed to be self-employed. Handouts: Starting Your Own Business (118 A-D) Skills Checklist (82 A-D) Pre-Post Question: What does it take to start a business? Special Materials Needed: None

Procedure: 1. NOTE: You may want to first have participants complete the activity for High School Competency VI,Indicator 5(My Own Business), in which participants discuss advantages and disadvantages of self-employment, select a possible self-employment opportunity and see if they have the skills needed. 2. Distribute Starting Your Own Business handout and have participants complete the checklist. It could be scoredas follows to provide a score on a 100-point scale: 11 points for each first sentence (99 possible) 6 points for each second sentence 1 point for each third sentence. 3. Now have participants share some of the businesses theyare interested in. Group those businesses according to the categories on handout 118-D -- Where Da You Get Your Business Idea. Help participants generate additional possibilities. 4. Divide the participants into smallgroups. Have each participant select a business and write thename of it on 118-B next to the question, What Skills Will I Need asan Entrepreneur. 5. Have participants identify the business chosen to other group members. 6. Have groups go through the skillsone at a time, with participants alternating reading them out loud. For eachElvin, group helps each participant decide how crucial that skill ; to the business selected. Put an "A" if the skill would be requiredat a high level, a "B" if it would be required at a medium level, and a "C" if it would be required at a low level. 7. Have participants compare the "A" skills withthe ones identified on the Skills Checklist(if they did High School activity for Competency VI, Indicator 5).Have participants put another A -- (AA) -- next to any skill found in both places. 8. Solicit volunteers to share withgroup. Note all the skills required to run a business in addition to the skillsspecific to the business itself. A -XII -3

285 A CAREER PLANNING COMPETENCY XII: Skills to Make CareerTransitions 4. Describe the skills andknowledge needed for pre-retirement planning.

Title: retirement their financial Summary: Participants complete forms describing condition for retirement.

Handouts: Retirement (121 A-D)

Pre-Post Question: How financiallyprepared am I to retire?

Special Materials Needed: None

Procedure: 1. NOTE: This activity just scratchesthe surface of pre- retirement planning. 2. Ask each participant to write answersto these questions describing their retirement:

At what age will you retire? Where will you live? With whom? What will you do? How will you pay yo..ir monthlybills? 3. Have participants share in small groups. be 4. Tell participants the following handouts will confidential. Distributethehandouts andhaveparticipants complete Estimated Personal and/orFamily Income (121-A). How does the total compare with thedescription of retirement theylisted above? 5. Have participants complete theWhat You Owe/What You Own lists. The total from Estimated income goes onthe"total income" line at the bottom of 121-B. 6. Have participants come up with a networth figure -- assets (What You Own)minus liabilities(What You Owe).Is there a positive or negative figure? How will that figure affect retirement? 7. Have participants complete theexpenditures sheets (121 C- D) for their current lifestyle. Theytransfer the totals for each section onto the cost-of-living list on121-D. Now compare the total with the income figure computedfor page 121-A. Could t'-teir retirement income support their currentlifestyle and costs? ..hat are the implications? 8. Discuss pre-retirement planning resources in your community. A CAREER PLANNING

COMPETNINCY XII: Skills to make career transitions. 5. Develop an individual career plan, updating information from earlier plans and including short and long-range career decisions.

Title: 10 Years Flom Now

Summary: Participants set a goal for 10 years from now, then work back to the present. Handouts: None Pre-Post Question: What is my goal for 10 years from now and how do I get there? Special Materials Needed: None

Procedure: 1. NOTE: This activity cannot,be accomplished without first doing many of the previous activities. 2. Ask participants to identify a long-range goal-- what they want most 10 years from now. It may or may not include work. 3. Have each write "10 years from now I will ..." on the top of a piece of paper and list the goal.Then fold the paper vertically. 4. Have them write the following sentences on the left side of their paper. Each participant works backwards from 10years hence, writing one sentence to describe each year, i.e., "9years from now I will...," "8 years from now I will," "7 years from now I will," etc., until they get back to "1 year from now I will..." and "This year I will..." 5. Have participants share in small groups, with thegroup challenging any description which seems inconsistent. For instance, if the participant lists, "10 years from now I will bea world- famous criminal lawyer," that individual better be going to law school and college during the countdown to the present. 6. Now have participants start with the present, workingup from the bottom in the right column, writing how they plan to accomplish each step. For example, the bottom sentence on the left says, "This year I will save money to L able to go back to college." On the right it says, "To save money, I will sellmy car and get a cheaper one,stop going out to eat,and reduce my clothing expenses by half." 7. Have participants share their goals and how to accomplish them.

287

A-XII-5 Manual Masters CAREERS NOW! ACTIVITY MASTERS

This Index is provided ina chart format so that you may look through the masters, pick thoseyou like and then check the numbers on this chart to see which Indicators theyare used for. Then turn to those Indicator pages to read a descriptionof the activities. In the "Competencies" column, Indicatorsare listed the same way the pages are numbered-- age-group, Competency in Roman numeral, and Indicator number. Eachage-group section (Elementary, Middle School, High School, Adult) is on itsown line, starting with Elementary. The title of each master is to the right. The other way to use this manual isto look through the Competencies and Indicators. Thosepages describe activities and refer to these masters by number. All of these mastersmay be photocopied but only for non-profit, educational purposes. please refer to thenotice on the back of the Title Page of this manual.

Master Competencies Title

1 EL-I-4 Me Tree 2 EL-X-3 Blue Ribbon Family

3(A-C)MS-II-1 Picture A.F;(Old Lady/Young Girl) HS-II-4

4 MS-V-1 Quiz HS-V-4 A-V-1

5W-10EL-VI-2,VI-4 It Might Have Been M5 17I -1

6(A-B)HS-IX-2 Lost At Sea

7 EL-II-4 Which Person 8 EL-III-6 My Favorite Food

9 EL-II-2,VI-4 Super You 10 EL-VI-1,X-4 Family Job Tree MS-IX-5

11(A-F)EL-I-1 I Am A Star

12(A-B)EL-IX-3 Stating Goals

13 EL-I-5 Coat of Arms

14 EL-X-1,X-4 Hooray For Me

289 Master Competencies Title

15 EL-VII-2, X-2 What Can I Do?

16 Bingo Card

17 EL-VI-5, VIII-2 Our Community Workers

18 EL-VI-3 Hobby-Career Match

19(A-B)EL-IX-4 Decision-Making Strategies

20(A-B)A-VIII-1, IX-1 Career Values

21(A-B)A-VIII-2 Facts

22(A-B)MS-IV-1 Math: Who Needs it?

23 EL-VII-1 Blue Ribbon Worker

24 MS-II-2 Venn Diagram

25 EL-IX-2, IX-7 Mary and Johnny MS-I-3

26 EL-II-7 Labels

27 EL-IX-5 Mir Response MS-III-3

28 EL-II-5, 11-6 Dear Abby

29 EL-IX-6 Decision-Making Situations

30 HS-I-5 Me Poem A-I-1, A-1-4

31 MS-IX-1 Oops...Your Values

32 HS-III-4 Health Habit Quiz

33 EL-II-1 If I Were

34 EL-V-1 Career ABC's

35 HS-V-5, VII-6 SelfRating A-VII-6

36 MS-VII-2 Job Wanted

37(A-B)EL-IV-3, IV-6,XII-2 Wheels

2 Master Competencies Title

38(A-41) MS-III-2 Dear Me HS-III-3 A-II-2, XII-2

39 MS-IX-8, XII-2, XII --.S Courses for Entering HS-IV-4, IX-3, IX-4

40 EL-III-1 I Get Angry When 41(A-B) MS-V-2 How Do I Feel About Education?

42(A-00 EL-IV-3, XII -2 Occupational Clusters MS-IV-2 A-II-4, IV-3, VII -3,XII -2

43 EL-II-4 People Bingo 44(A-C) HS VII-5 Entry Level Jobs

45(A-B) EL-IX-5 Decision-Making Process MS-IX-3 A-IX-5

46(A-B) EL -XII -1 Designing the Dog MS-II-5 HS-II-2

47 HSVI -3 Data -P3ople -Things

48 EL-IX-1 Decision Dial 49 MS-X-4 Leisure Alternatives 50 MS VII -4 Assertive Interview HS VII -3 AVI I -5

51(A-11) MS -VII -4 Fifty Questions Asked HS VII -3 A -VII -5

52 (A-11) HS-VI-3 DOT 53 (A-B) MS-VI-1 GOE/SOC HS-VI-3

54ak--,:o EL-V-2, VI-5, VI-6 Exploring Your Community 55 EL-IV-1 School In The World

111 3

291 Master Competencies Title

56 MS-VIII-2 Milk On My Table

57(A-D)MS-IX-2 Testing Your Career Knowledge

58(A-B)MS-II-6 The Closed Mind HS-V-4 A-V-1

59(A-B)MS-IX-3 Decisions, Decisions

60(A-B)MS V -3 Mary, Jan and Harold

61 EL- VII -1, VII - -2 Work Rating Scale MS VII -1

62 MS-XII-6 4-Year Plan HS-IX-4

63 HS-IV-6 The Return on Your Investment

64 EL-IX-3 The Bumble Bee

65 MS-VIII-4 Then and Now

66 MS-III-1 Feeling Loss

67(A-E)MS-X-3 Me As... HS-X-4

68 MS-XI-1 Female/Male Checklist HS-XI-5 A-XI-3

69(A-B)HS-I-1 Self-Knowledge Worksheet A-I-2, 1-4

70(A-B)EL-III-5 A Relaxation Script

71 MS-X-6 Time Priorities HS-X-2 A-X-1, X-4

72 HS-I-4 Do Without List A-IX-4

73 EL-IV-2, IV-5 Me in School MS-IV-3, IV-4 A-IV-4

4 20 :2 Master Competencies Title

74 MS-III-6, X-6 Things I Like To Do HS-X-5, X-7 A-X-3

75 EL-VII-4 Blind, Speechless and Paralyzed MS-II-3

76 MS -IV -7 My Skill Record HS-IV-1, IV-2, IV -5, VII -2, X-8, XI-4,XII -6

77 EL-XI-1 Reasons Why People Work HS -V -3

MS-XI-3 Attitudes Toward Sex Roles HS-XI-1 AXI -1

79 (A-B) VII-1, VII-5, VII-8,XII-4 . . Finding Employment A -II -4, VI-1, VII-2, VII-3, VII-9

80 (A-B) MS-II-4 How To Criticize HS-1-2

81 (A-B) EL-IV-7 Job Training After H.S. MS-IX-7, XII-5 HS-XII-2, XII-7 A-IV-1, IV-2

82 (A-D) EL-VII-1 Skills Checklist MS -IV -7, VI-5, XII-4 HS-IV-1, IV-2, IV-5, VI-4, VI-5, VII-2,X-8, XI-4, XII-6 A-I-3, 1-4, VI -5, VII -10, XII-3

83 MS-IV-7, IX-4, XI-2, XII-2, XII-3, XII-6 . School Courses HS-VII-2, IX-4, XI-2, XI-4

84 EL-XII -2 Workplace Basics MS-IV-5 HS-IV-5, VII -2, XI-4 AVII -10

85 (A-11) MS-VII-3 Application for Employment A-VII-4

86 (A-G) MS-VI-2, VI-4, VI -6 Career Interest Areas HS-IX-1 A-VI-2

5 293 Master Competencies Title 1110 87 (A -J)EL -IV -7 I Am Good At/Career Chart MS-IV-8, XII -2 HS-IV-3 A-VI-4

88 MS-I-4 Prioritizing Activities HS-X-2

89 EL -XI -3 Help Wanted MS-X-2

90 MS-III-4 Life Span Chart HS-III-1, 111-2, X-1, XII-1 A-III-1, 111-2, III -3, V-2,X-2

91 MS-I-1 Self-Appraisal Worksheet

92 MS-I-1 What I Am Like

93(A-C)MS-XII-5 Lifestyle Worksheet HSVII-10 A-II-5

94 EL-V-5, VI-4 My Resume

95 (A -B)MS-IV-6 Working Life of Joe Schmoe HS-VI-8, XII -1, XII-3 A-VIII-3

96(A-B)EL-I-6, VIII-1 Wants and Needs

97(A-B)EL-IX-5 Making Choices

98(A-D)EL -VI -8 Career Interview HS-XII-4 A-II-4, VI-7, VII-1, VII-3,IX-5, IX-6

99 EL-VI-8 My

100 EL-VI-6 Working Conditions HS-VII-7 A-IX-2

101(A-C)EL-II-3, 111-4 Behaviors

102 EL-IV-7 What Are My Education Choices?

103 EL-XII-3 My Goals A-XII-1

2 9 1 Master Competencies Title

104 EL-I-3 Three Faces 105 EL-III-2 Toss A Feeling 106 El-I-2 Family Persuasion 107 HS-VI-4 Ladders and Spheres 108 HS-VI-8, VIII-3, XII-3 The Changing Workplace A-VIT-7, VIII-3 109 (A-B)HS-II-3 Situations At Work 110(A -B)HS-II-1 Chart: Aggressive, Passive & Assertive A-II-3, X-4 111 HS-VI-7, VIII-3 Where The Jobs Are A-VI-3, VIII-2 112 HS-VI-6, XII-4 Career Share A-VI-1, VII -9 113 HS-I-3 Personality Checklist 114 HS-X-3 My Fantasy Future 115 (A-N)HS-VI-1, IX-1, XII-7 Career Training

116(A-E) HS -VII -4 Resume: Worksheet A-VII -4

117 (A-C)HS-IX-6 Money For School A-V-3

118 (A -D)HS-XII-5 Starting Your Own Busine.,s A-VI-5, XII -3

119 HS-IX-5 June Of My Senior Year 120 HS-XII-8 Senior Exit Survey 121 (A-D)A-XII -4 Pre-Retirement Planning

n 4. t.../ ME TREE BLUE RIBBON FAMILY MEMBER

START Go back a You remember Go ahead Go ahead that your sister two spaces. space - you three spaces. asked to see her You didn't shouted at your You gave your TV show at 4:00. interrupt while sister. mom a hug. Go ahead 1. your brother was speaking.

Unscramble the word to find out an important skill in a famil STENIL

Go ahead 2. You smiled at your brother.

Go ahead 1. You didn't argue about doing the dishes. Cross out all the U' to find out an important rule: UBEUCUON Lose a turn SUIDUERU here. You for- ATUE ot to apologize Go ahead 1. for being late to dinner. Lose You used an a turn. You"I-Message: accused your brother of losing your cards.

Unscramble the word that tells what every person needs TSPEREC Have you been consider- Go ahead two. ate to your You realized that family today? your sister's Lose a 0 YE turn. You ignored feelings were Go ahead two. Oh, Oh! your Mom when she ONO urt. You remembered You're aboutcalled for you. the phone to lose your message. temper. Stay here one turn. 111,--

ft .. ::',....' " s.. . 1 :. 14 ..:; ,-,..,..' b., . :.. -..^s''' ',:::, ';', ;''.4...?''.:,-';',` ,.,''', . L - a e ... ; ,t; ,,. , t ,,...., ,... 4 ', ...,..*'. :, s :.,,r, ,. , . . ;11' 1., ,..v...e 1.t. . ..,, ,,,,,..' .4'. .'' ';. 4'....k ..),.' ...!'..,!' ''.; k::. 7.'- ' ki:...e/ Of ' ',....,-,:_.)/t/t.r, el ;....6, .0,1 II. ,.: /',....,..i'l.40 ....,. ' : Z:: 1 ,:, .41_,:' .`/' -,, .0::...... 7" . . . , :::. i,,,.. "`VAMV4 , , \\ ,\N Stk , \\\ \ -, . \` w Ns. k !' k \ \\ N \ ,k0 ' \ \ 1\\."\ 1 NB. QUI Z

before doing anything. 1. Read everything completely right corner of this paper. 2. Write your full name at the top left corner of this sheet. 3. Put an "X" in the bottom number of students in thisclass and write your answer 4. Subtract your age from the in the bottom right cornerof this paper.

1. 5. Draw a circle around number in your family by thenumber of months in a leap 6. Multiply the number of people year. Write your answer here in sentence #2 that hassix different letters of the 7. Draw a box around the word alphabet. Now draw a triangle aroundall the vowels in 8. Look at the title of this paper. this title. favorite animal on the backof this sheet. 9. Draw a picture of your Now draw a circle aroundthe consonants in that sentence. 10. Look at sentence #2. front of each sentence. Write them down in a column on 11. Look at the numbers in answer here the back of this sheet. Now add these figures and put your

Yes No 12. Do you like to taketests?

13. How many days are in aleap year?

14. How many seconds are in oneday? only the directions given in Now that you have readeverything completely, follow 15. and wait until everyoneelse is sentence #1 and #2.Now turn your paper over finished.

;1 LI IT MIGHT HAVE BEEN

"FOR ALL SAD WORDS OFTONGUE OR PEN, THE SADDEST ARE THESE:'IT MIGHT HAVE BEEN!"' John Greenleaf Whittier

I really wanted to bean archeologist.

3 0 2 IT MIGHT HAVE BEEN... 0

I'm really a people person. IT MIGHT HAVE BEEN... I'd love to have worked with computers. IT MIGHT HAVE BEEN...

I would have been a great forest ranger.

c- D 306 .5-- E IT MIGHT HAVEBEEN...

I always wantedto work on cars.

ri.V)r-r9 Pkne-r-vc

-S-- F IT MIGHT HAVE BEEN... I know I could have made itas an actor. IT MIGHT HAVE BEEN...

30, 5 -N LOST AT SEA INDIVIDUAL WORKSHEET

Name

Group

Instructions: You are adrift on a private yacht in the South Pacific. As a consequence of a fire of unknown origin, much of the yacht and its contents have been destroyed. The yacht is now slowly sinking. Your location is un- clear because of the destruction of critical navigational equipment and because you and the crew were distracted trying to bring the fire under control. Your best estimate is that you are approximately one thousand miles southwest of the nearest land.

Below is a list of fifteen items that are intact and undamaged after the fire. In addition to these articles, you have a serviceable, rubber life raft with oars large enough to carry yourself, the crew and all the items listed below. The total contents of all survivors' pockets are a package of cigarettes, several books of matches, and five one-dollar bills.

Your task is to rank the fifteen items below in terms of their importance to your survival. Place the number 1 by the most important item, the number 2 by the second most important, and so on through number 15, the least important.

Sextant

Shaving mirror

Five-gallon can of water

Mosquito netting

One case of U.S. Army C rations

Maps of the Pacific Ocean

Seat cushion (flotation device approved by the Coast Guard)

Two-gallon can of oil-gas mixture

Small transistor radio

Shark repellent

Twenty square feet of opaque plastic

One quart of 160-proof Puerto Rican rum

Fifteen feet of nylon rope

Two boxes of chocolate bars

Fishing kit

:310 6-A LOST AT SEA ANSWER ANDRATIONALE SHEET

when a person is stranded According to the "experts,"the basic supplies needed articles to aid survival until in mid ocean are articles toattract attention and Articles for navigation areof little importance. Even if a rescuers arrive. impossible to store small life raft were capableof reaching land, it would be of time. Therefore, of pri- enough food and water tosubsist during that period the two-gallon can of oil-gasmixture. mary importance arethe shaving mirror and Of secondary importance These items could be usedfor signaling air-sea rescue. of Army C Sea Rations. are items such as waterand food, e.g., the case

provided for the rankingof each item. These brief explana- A brief rationale is for the specified items tions obviously do not representall of the potential uses but, rather, the primaryimportance of each.

for signaling air-sea rescue. 1. Shaving mirror - Critical oil-gas Two-gallon can of oil-gasmixture - Critical for signaling--the 2. bill mixture will float on the waterand could be ignited with a dollar and a match (obviously,outside the raft). Necessary to replenish loss byperspiring, etc. 3. Five-gallon can of water - rations - Provides basic foodintake. 4. One case of U.S. Army C plastic - Utilized to collect rain water,pro- 5. Twenty square feet of opaque vide shelter from the elements.

bars - A reserve food supply. 6. Two boxes of chocolate the hand Fishing kit - Ranked lower thanthe candy bars because "one bird in 7. catch any fish. is worth two in thebush." There is no assurance that you will

be used to lash equipment together toprevent 8. Fifteen feet of nylon rope - May it from falling overboard. fell overboard, it could function as alife 9. Floating seat cushion - If someone preserver.

10. Shark repellent - Obvious. alcohol- - One quart of 160-proof PuertoRican rum - Contains.80 percent 11. of little enough to use as a potentialantiseptic for any injuries incurred; value otherwise, will causedehydration if ingested. little value since there is notransmitter (un- 12. Small transistor radio - Of fortunately, you are out of yourfavorite AM radio stations).

Worthless without additionalnavigational equipment- - 13. Maps of the Pacific Ocean - it does not really matterwhere you are but where the rescuers are. mosquitoes in the mid Pacific. 14. Mosquito netting - There are no chronometer, relatively useless. 15. Sextant - Without tables and a items (food The basic rationale for rankingsignaling devices above life-sustaining of being and water) is that without signalingdevices there is almost no chance during the first thirty-six spotted and rescued. Furthermore, most rescues occur hours, and one can survive withoutfood and water during this period. 6-s :U I WHICH PERSON IN THIS CLASS...

1 ,

-OR1) 3I L d4 if f Oki11 .....,,. ,.. 4;0.. 04111) N.../

Hasblue eyes? Has a birthdaythismonth? Has a dogor cat?

C0 (Dele l....., k... a 0,.. 41 Is wearing a watch? Has brothers or sisters? Is taller than you?

. ..,:--:7:7r; - *IT 4310CP IA 4jt ok,...

Hasa BIG smile? Has gone camping? Has gone fishing?

It4IV '$4. Boniour -..1...... 0 °06"4i -. 4

Can speak a different Isthe onlychild inthe Can play 4 musical instrument? language? family?

7312

Siblings

Significant 4111114 others

Mother Y

Aun Uncle ipolt7 Grandmother Grandfather Grandfather Grandmother

In what ways do you think FAMILY your family historyof jobs /careers might affect JOB TREE your career choices?

I qvuo al*IND Iv r. I IMM.a 4111811 mom= amp=

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Mika Tip lidli 'V' Milt Tip irit Tit Thit Tig. Tit Tit

'Mu_ Tit Ti Tip Miit Tit Tit

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Ari.itt Mi

Miiit 11Fl.

Milt ;Y.1.

m_w_ it

My -Parnily andpets. mod, .7; mi

Thisis me-.Iam a star.

I. .f...... 11.... H-D 3/(1 These thltros ;Hakeme.shine.

. Ai Wi.Aiili ,&11 illia GITIll .11. 411..111. Gill IIE 3:20 II-F321 Stating Goals, Problems and Solutions

Taking charge of your life requires that you set goals, identify obstaclesto reaching these goals, and determine solutions to these obstacles. Stateyour goals, your problem, your solution to both of the situations described.

Scenario #1 You have a younger sister or brother who always wants to play with you. Youare 3 years older than s/he and enjoy activities withyour own friends. My goal.

My problem.

My solution:

Scenario #2 For years you have wanted to playon your school's basketball team. Finallyyou are chosen for the team, but practices are at thesame time as play practice. You enjoy acting andyour teacher has offered you the lead in this year's play. My goal:

My problem:

My solution.

12-A My Goal,Problem and Solution

Take greater charge of your life by setting a goal,identifying obstacles to reaching this goal, anddetermining a soluticY: to these obstacles. State your situationbelow.

My goal:

My problem.

My solution.

Ask your teacher and classmates to help you further clarify your goal setling and problem-solvingtechniques.

k3 COAT OF ARMS oorayForMe!

Myname. arncIi1dto lam brotherfsis-fer toe_ Iamgrandchild+o Tamniece/nephewto !air) Iam cousinto y T (1' hi tit19k 'Dor to IamfrfericifO Iam siuclent to API otker5

AtOk. VIOOPANUOPOOMahfgtafael /4 325 WHAT CAN I DO?

DIRECTIONS: Check each job that you think you could do for your family with little or no help from another person.

To Moniand/or Dad:

I am interested in knowing what kinds of activities you think I could accomplish in our family. Please check those that you think I could do with little or no help from another person.

My List Mom/Dad's List (for me) (for Me)

1. Prepare Food 1. Prepare Food List a. List a. b. b. c. c.

2. Change Linens 2. Change Linens

3. Fold Laundry 3. Fold Laundry

4. Polish Shoes 4. Polish Shoes

5. Wash Car 5. Wash Car

6. Feed Pets 6. Feed Pets

7. Dust Furniture 7. Dust Furniture

8. Vacuum 8. Vacuum

9. Take Out Trash 9. Take Out Trash

10. Wash Dishes 10. Wash Dishes

11. Pick Up Magazines/Papers 11. Pick Up Magazines/Papers

12. Clean Mirrors 12. Clean Mirrors

13. Clean Bathrooms 13. Clean Bathrooms

14. Shop for Groceries 14. Shop For Groceries

15. Mop Floor 15. Mop Floor

16. Other 16. Other

17. Other 17. Other BINGO CARD

Write one Choose 16 of the following wordsthat you feel best describe you. word in each one of the boxes. doubtful friendly worried strong helpful thankful quiet left out neat lonely reliable curious careful protective lively talkative interested ambitious confident tired fair graceful musical generous happy proud good-looking popular responsible honest terrific nice groovy sharp excited considerate kind anxious sincere sensitive OUR COKMUNITY WORKERS

DIRECTIONS: Match the task/job number nextto matching community worker or department. Remember that youcan only use each worker or department once.

1. Takes trash away Water Department 2. Directs traffic School System 3. Puts out fires Bank 4. Lights homes Fire Department 5. Loans money Police Department 6. Keeps drinking water clean Sanitation Department 7. Helps people in emergencies Electric Company 8. Teaches people Sewage Department 9. Handles your calls Rescue Squad 10. Takes care of waste Telephone Company 11. Helps people get well Churches 12. Irovides religious services Library 13. Helps elderly citizens Newspaper Publisher 14. Provides local transportation Dentist 15. Loans books Restaurant 16. Sends mail Bus Company 17. Prepares meals Post Office Department 18. Fixes teeth Hospital 19. Cleans and repairs streets Senior Citizen Center 20. Prints news Highway Department

/7 =() HOBBY-CAREER MATCH

DIRECTIONS Many people have hobbies that can easily be careers Enid profitable occupations. Match the hobby or leisure time activity with a related career/occupation.

1. Writing stories Pro Shop Owner

2. Singing Postal Worker

3. Collecting Stamps Builder

4. Playing Golf Veterinarian

5. Cooking Teacher

6. Sewing Card Designer

7. Boating Sewing Center Instructor

8. Carpentry Nutritionist

9. Arts & Crafts Author

10. Gardening Recording Artist

11. Animals Dock Attendant

12. Children Tree Nursery Worker

13. Dancing Naturalist

14. Collecting Insects Choreographer

(7) DECISION-MAKING STRATEGIES

SPONTANEOUS DECISION MAKING:

1. Immediate strategy: You don't thinka longtime about the decision or the options available. You just take or choose the first alternative that occurs to you.

2. Instinctive strategy: You "feel" that one of the options is the best one without studying it or looking for relevant information. You base your decision on a hunch or on intuition.

3. Wishful strategy: You select the most attractive or most wanted option without considering the risks or consequences. You only have to know what decision you want to make since you do not analyze the various options first.

DELIBERATE DECISION MAKING:

4. Planned strategy: You use a logical method to make a decision. You collect all the available information, and decide by weighing the facts.

S. Risk-free strategy: You make a decision which is most likely to be successful. It may not be the "best" decision, but it would be a safe decision.

6. Avoidance strategy: You decide by choosing an option that avoids the worst results. You choose anything except the option you think is the worst.

7. Overwhelmed strategy: You get so lostin allthe available informationyou are unable tomake an effective decision. Overwhelmed with analyzing all of the options,you become too confused to make a deliberate decision.

DELAYED DECISION MAKING:

8. Fate strategy: You put off making the decision and let external events control the decision. You leave the decision up to fate.

9. Passive strategy: You let someone else decide for you. You only carry out or accept the decision.

10. Postponement strategy: You postpone making a decision by refusing to think about it or by not acting. In effect you make a decision by not deciding.

GROUP DECISION-MAKINGSTRATEGIES CAN ALSO BE GROUPED INTO THREE CATEGORIES:

11. Democratic: Thisprocess involves a decision made by the majority of the group. The majority level (for example, 51%or a 2/3 vote) may vary.Averaging is a semi-democratic method.

12. Consensus: This process involves getting a unanimousor total agrement for the decision. There may be persuasive attemptsto generate this unanimous decision.

13. Chance: This processinvolves relying on outside methods of EETTIE for decision-making such as drawing, flippinga coin or throwing dice. - ig-A,100 PRACTICE STRATEGIES WORKSHEET

Using the decision-making strategies, you might make your decision in one of the following ways:

1. Immediate strategy: You decide to vote for the first friend that asks you to voteforthem.

2. Instinctive strategy: You have a hunch that one friend will do a better job on the council so you decide to vote for that one.

3. Wishful strategy: You wish you could vote for both since both are friends. Since you can't vote twice, you decide not to vote at all.

4. Planned strategy: You talk to both friends about their ideas for the council to determine which one best represents your views. You then decide which one will present the best ideas and will be most effective as a council representative.

5. Risk-free strategy: You decide that since you cannot vote for both friends, the best way to keep both as friends is to tell each that you voted for them. Nether will ask the other, so you are safe and will keep the friendship of both.

6. Avoidance strategy: You decide that since you cannot vote for both friends you will pretend to be sick the day of the elections so you will not vote for either one.

7. Overwhelmed strategy: After you have talked to each of your friends about their views and their strategies for the Student Council, you are so confused that you cannot make a decision at all. You go out of the voting booth without voting at all.

8. Fate strategy: You put off deciding as long as you can. The last day of voting it is clear who is going to win anyway. Since it will not make any difference how you vote, you vote for the one who is winning.

9. Passive strategy: You agree with a third friend that you will vote for whoever is selected by the "crowd". You let the "crowd" make the decision for you.

10. Postponement strategy: You put off deciding since you do not want to hurt anyone's feelings. You put it off so long that you "forgot" to vote.

:33 fl CAREER VALUES EXERCISE

INSTRUCTIONS: Here are seven key values about work.In this exercise you will make choices comparing each item with each other item. When you're done you can see which valuesare most important to you. 1. Read all seven statements. Thenon the top two rows of the grid, choose between item 1(Skills) and each of the others, and circle your choice on the decision-making grid. Then go to the next two rows and choose between item 2(Responsibility) and each other item. Keep going-- you'll see a pattern develop based on your selections.

2. Now, add up totals on each item, 1-7, and put the totalin the left margin. These totals will helpyou decide which items are most important to you.

1 -- SKILLS - doing a particular kind of work,using a skill which you have or plan to get.

1.111112 -- RESPONSIBILITY being'in charge: the owner, the boss, the supervisor.

3 PEOPLE ENVIRONMENT working with people you like and respect.

4 -- WORKING CONDITIONS working in a safe, clean place.

5 -- HELPING OTHERS doing work that benefits and helps people. 6 -- GEOGRAPHY working and living in a particular place.

7 -- MONEY, BENEFITS- earning a lot of money and having complete benefits.

DECISION-MAKING GRID

1 1 1 1 1 1 2 3 4 5 6 7

2 2 2 2 2 3 4 5 6 7

3 3 3 3 4 5 6 7

4 4 4 5 6 7

5 5 7

6 7

T") (V)-4 CAREER VALUES AUCTION

Instructions: Following are several statements about job values. You have $500 to spend on the values most important to you. You may bid on as few or as many as you want (up to $500).

(1) Decide which one(s) you want. (2) Decide how much you'll bid. (3) Go for it

Amount I Amount budgeted I bid A job where I can experience high pressure, competition and success. A job that is structured; I leave at 5 p.m. and don't take work home. A job where I can work parttime or a flexible schedule. A job where I can work with interesting, intelligent people. A job where I can use my hands and see the product of my work.

A job where I can work with words, with a lot of writing and speaking. - A job where I can work with numbers.

A job where I can earn enough mcney to buy whatever I want. A job in an area of the country where I want to live.

A job where I can directly help people to better their lives. A job where I can be creative and independent.

A job with a lot of variety and new challenges.

3;3

20 -8 FACTS

Below are facts about the Olympic Peninsula. Read each fact and then below it write the local businesses and jobs you thinkare affected by these facts.

Fact #1: The Olympic Peninsula has become a major retirement area. Most of these retirees have healthy retirement pensions:

Fact #2: Because of 7131 the retirees on the Peninsula, there is a very large population of people over the age of 60:

Fact #3: Every summer more than two million tourists pass through the Peninsula. More motels are being built every year:

Fact #4: Poets on the West Coast are increasing exportsyear by year:

Fact #5: The federal government is cutting the budgets of nearly all its departments, including federal dollars previously used for local social serviceprograms:

3 3 1

-A Fact #6: People on the Peninsula are buying and using large numbers of VCR's, satellite dishes, microwaves, computers and other "high-tech" items:

Fact #7: People on the Peninsula like everywhere in the United States have become more health and diet conscious:

Fact #8: Sixty per cent of the women with children on the Peninsula work full-time:

Fact #9: Because of dwindling stock and competition from Canada and the Southeast, less Peninsula timber is being cut and sold:

Fact #10: Small shopping centers are popping up in towns across the Peninsula: MATHEMATICS: WHO NEEDS IT? INFORMATION SHEET

Accountants Custodians Computes federal and state taxes for clients Checks fuel consumption, level, thermometers and Balances books for corporations, businesses and pressure valves individuals Assures proper ventilation for buildings by use of instruments Architects Designs blueprints for buildings Dentists Computes mathematicri formulas for engineers Measures the amount of filling ingredients Measure teeth for width and placement in mouth Bankers Figures interest on moneys deposited in banks Dental Hygienists Helps people make wise investments with their money Operates the x-ray machines Loans money to businesses and individuals Mixes filling compounds Keeps records of all patients Bartenders Mixes drinks with specific amounts of ingredients Dieticians Measures the ingredients Keeps charts of daily intake of foods Keeps an inventory of supplies Plans specific diets with ingredients measured

Bus Drivers Disc Jockeys Keeps a log book of passengers Calculates amount of time needed to run radio program Keeps accurate mileage records efficiently Adheres to a schedule of arrivals and departures Electrical Engineers Carpenters Computes according to designs of engineers Purchases supplies based on need Designs circuits and other related electrical devices Measures space and materials for buildings Calculates how long it takes to have project or building Farmers completed Computes the cost of grains and materials for feeding animals Cashiers Negotiates prices with local, state and federal Makes change by hand or with the aid of a cash register government officials or computer Purchases needed fertilizers and uses them according to Tallies cash at the end of a working period to be sure prescribed formulas amount taken in is accurate Gas Station Attendants Chemists Computes the cost of gas to the customer as well as the Works with formulas to solve solutions amount of tax to be paid to the government Mixes ingredients in laboratory setting Estimates the amount to be used during a given time Experiments with new formulas for testing purposes period

City Managers Hospital Administrators Administers activities of tax collection and distribution Figures pay scale for employees Prepares an annual budget Bala' .ces hospital books Compiles statistics and graphs for officials and citizens Determines hospital expenditures and intake under his/her jurisdiction Hotel Manager Computer Programmers Keeps accurate records of expenditures for all hotel Designs computer language expenses Feeds language into computer to obtain results Keeps accurate records of numbers of persons staying at Operates computer for efficiency hotel at all times

Cooks Household Workers Purchase cooking supplies Buys food and plans a budget Uses ratios and proportions to increase or decrease Plans daily balances and nutritious meals quantity as stated in a recipe Keeps record of deposits and withdrawals on all money Calculates amount of time it takes to prepare foods within household

22-A3 3 Physicians Mail Carriers Takes temperatures Maps out route to follow and collects C.O.D. moneys Interprets information that has been charted

Marketing Researchers Pollsters Collects, analyzes and interprets data for potential sales Tallies statistics taken from formal and informal surveys or products or services Graphs results and interprets them for general public use Advertises using graphs and tables Researchers Meteorologists Hydrologist maps water flow and charts the disposition Studies weather patterns and records temperatures and of sediment storms according to seasons of the year Measures Oanges in water volume of lakes and streams Designs weather maps or interprets data for written and visual viewers State Troopers Designs weather instruments for experimental purposes Graphs data Figures speed and miles traveled Musicians Reads road maps and clocks speed of travelers Counts beats in a measure and plays according to tempo prescribed Soil Conservationists Composes electronic music by using computer terminals Measures the amount of rain or snow and figures the amount of rain or snow and figures the amount of Newspaper Carriers moisture in the land Counts out number of papers to be delivered to Predicts floods customers Calculates costs and submits them to newspaper Stockbrokers company Determines the price of stocks Studies market fluctuations and graphs number of sales Nurses Distributes medicines to patients according to doctors' Salespersons orders Graphs number of sales in a given time period Takes temperature of patients and records for hospital Figures percentage and commission on sales conducted services Travel Agents Optometrists Calculates cost of trip itineraries for customers Measures shape of the eyeball Reads charts to determine fltht information Determines vision ability Keeps track of distances between destinations Postal Clerks Truckers Sells stamps and weighs parcels Computes maximum load weight of truck Sells and prepares cash money orders and U.S. Savings Determines how a truck driver's pay is figured by bonds mileage, hours and deductions Reads weight scales Pharmacists Measures ingredients used in making prescriptions Taxi Drivers Keeps records on each customer Calculates mileage for trips made Keeps track of customers served Physical Therapists Helps patients use mechanical equipment using theories of pulleys Keeps medical charts and graphs of progress

3 3 22 -S 23 VENN DIAGRAM

NAME NAME

33 1 MARY AND JOHNNY

1. At 7:u0 in the morning, Mary's alarm clock buzzed loudly. She turned off the alarm and: a. went back to sleep until her mother called. b. got up and started to get dressed.

2. At 7:30 Mary finished breakfast and: a. left her cereal bowl on the table until her sister reminded her to remove it. b. put the dishes in the sink.

3. Across town Johnny was also getting ready for school. Since he hadn't finished his homework he decided to: a. use the time before the bus arrived to finish the last two problems. b. wait until math class to see if Ms. Jones insisted that he finish.

4. At 8:15 Johnny looked at the clock and: a. put on his coat and picked up his lunch. b. waited for his brother to yell "c'mon Johnny, it's time for the bus".

5. When Johnny got on the bus he saw that Mary was wearing a new red hat. He started to: a. grab her hat to see if she'd become angry. b. tell her that he liked her new hat.

6. Mary discovered that she had forgotten her lunch money so she: a. called her father to tell him to bring her some money. b. decided to check with the office to see if she could pay tomorrow.

7. During social studies class Johnny's group finished their project and had a few minutes to spare. Since the teacher was out of the room for a few minutes Johnny: a. made paper airplanes to sail across the room. b. started work on his spelling assignment.

8. During physical education class Mary's teacher had to go take care of a sick student. Mary: a. began to get out the basketballs even though the class had been playing soccer. b. continued with the class activity as though the teacher were still present.

9 When the time came for recess, Johnny: a. began to put away his art materials and clean off his desk. b. started another picture to try out a different color.

10 Johnny arrived home at 3:30. Since his mother and father were not home from work Johnny decided to: a. play ball with Jim who lived next door. b. go downtown on his bike and hope he'd be back by the time his family arrived.

c 3 1 o LABELS

Can you left lists a number ofdifferent types of people. The column at the he/she is frequently match the person to the"stereotyped" image with which associated?

a. have more fun 1. Red Heads

b. mean and grouchy 2. Blondes

c. dishwashers and house cleaners 3. Professors

d. glamorous 4. . thletes

e. are absent-minded S. Teenagers

f. are always happy 6. Actresses

g. strict, has no sense of humor 7. Elderly People

h. nervous 8. Thin People

i. can't be trusted 9. Fat People

j. aren't interested in learning 10. Grandparents

k. lack respect for adults 11. _____Politicians are the money-earners 12. Mother 1.

m. are hot tempered 13. Father spoil children 14. School Principal n.

o. are not intelligent 15. Polish People

26:341 MY RESPONSE

dumb. 1. Another student calls you You could: a. Say "I'm smarterthan you." b. Ignore it. c. Plan to get evenwith the person. d. or doing much better at yourschool work. 2. Your teacher said you were You could: a. Smile b. Feel embarrassed. c. or

brother left your tape player onand the 3. You find out that your little batteries are dead. You could: in the future. a. Say nothing anddecide to put your things away b. Tear up something of his. c. Tell your motherwhat a brat he is. d. or and you weren't invited. You 4 Your best friend is invited to a party could: a. Say "I didn't want to goanyway". b. Tell her/him you'll be madif they go when you can't. c. Ask if you can go too. d. o

3,12 1

DEAR ABBY

Dear Abby, My main interest in high school is sports andeveryone says I'm pretty good. I stick to all the training rules, but this makesme a walking joke in the locker room. A lot of the other guys brag about how they've all drunk beer many times. Anyway, last Friday we won the semi-finals. One of the guys managed to get a case of beer right into the lockerroom without the Coach knowing. (I don't know how he got it in the first place.) I was the only one who didn't take any, so I'm being pestered all the time about it. They whistle "How Dry I Am" everytime I walk by in the hall. I'm tempted to get smashed, just to show them I'mnot afraid. Does that make sense?

Fed Up

Dear Abby, We live in a "dry" town where everyone pretends not to drink. Of course, all the people who like their liquor just drive to the next town to get drunk. My family has wine with meals at home, which isn't against the law. But the kids I go around with call my family "a bunch of winos" behind my back. Just last night a very good friend told me that I shouldn't start by having wine withmy meals or I'll end up an alcoholic. That's never happened to anyone inmy family that I know of. But could my friends be right? I don't want to be picked on by my friends, but Iwant to fit in at home, too. Whom do I listen to.

Befuddled

Dear Abby, Last week I went to the movies with three friends. On the way home we ran into one of their older bothers who hada case of beer in his car. He gave us a six pack saying, "It's about timeyou found out what life's all about." My friends thought this was a great chance and we all went to the river to drink. I refused to drink because I think I'm too young (I'm 15 years old), and because it'snot worth getting caught by my parents and upsetting thm and beingpunished. But my friends have now passed the word around the schoolthat I'm chicken and a fink. The kids who believe then are the ones Iwant for friends because they are my type of frienu, but I'msick of getting picked on and being given the "cold shoulder." What can I do? Bothered

28 DECISION MAKING SITUATIONS

A. Your best friend borrows your Englishhomework. When the teacher grades the assignment, she findsthat your paper and your friend's paper contain identicalparagraphs. She gives both papers a zero, which lowersyour 9 week grade from an A to B.

How do you feel about the teacher's actions? Your friend? What are your options? Would you go to the teacher andtry to explain? (What values/beliefs do your actionssuggest that you hold?) B. Your mother instructs you to stayaway from Mike because he is rumored to be selling drugsand she is afraid you will be influenced by him. You have been very close to Mikefor several years and see himas a good friend. What would be your response? Your attitude to her ultimatum? (What values do your comments and decisionsreflect?) C. You have been offered a scholarshipto a computer camp at the state university for thesummer. You want to go, but you also want to play ball onyour league team, and your boyfriend/girlfriend doesn't wantyou to accept the scholarship.

What will you do? Why? What are your choices? (What values are illustratedthrough your choice?)

D. You and your friend Mary have beensent to the store to purchase supplies for the school play. While the salesclerk isn't looking, you see Marysteal 3 tapes and hide them ina bag she's carrying.

What do you say or do? Why? What are your options asyou see them? (What values does your decisionreflect?)

E. You are the 5th player onyour basketball team when a new student transfers to your school. She/he was an all-state player at r/his last school and wouldincrease the chances of your school playing in the statetournament. How will you act toward thenew student? How do you feel about her/him? What are your options? (What do these optionssay about your attitudes and values?)

34 ME IJEM

Line 1: Write "Who am I?" that describe you. Line 2: Write "I am" then 3 adjectives

Line 3: Write a sentence combining 2things you like. important to you. Then Line 4: Write down 3 things that are end with "are important to me." write Line 5: Think of 1 thing you respect aboutyourself and it down.

Line 6: Tell 1 thing you do riotlike about yourself or that you do not likeabout otherr3 BUT good (use Line 7: Finish by showing that out of bad can come the word "BUT" to link the badin Line 6 with the good in line 7.)

Line 8: Write down something you actually wonderabout.

Line 9: Think of 1 thing you worry about.

Line 10: Write "I pretend"... and complete thesentence

Line 11: Write down something you really tryto do, that you make an effort to accomplish.

Line 12: Tell of one hope or wish you have.

Line13: Write "I feel"...and complete thesentence witha feeling you usually keep to yourself butwon't go away or is important to you.

Line14: Write "I say"...and complete thesentence with something you believe in.

Line15: Write "I am me!"

" (1 go Oops..YOUR VALUES ARESHOWING

1. My most important possessionis... 2. I am most proud ofmy family when... 3. I am bored when...

4. Something that reallybugs me is...

5. I get rewarded at homewhen.

6. I get punished at homewhen. 7. I am most lonely when...

8. I am most relaxedwhen... 9. I am quiet when...

10. Good things happento me when...

11. I get reallyangry when... 12. I .am happiest when...

13. My favorite peopleare those who... 14. I work best when...

15. I am unhappiestwhen... 16. I fail when...

17. I feel best aboutmyself when... 18. The most difficultthing for me todo is... 19. I am most helpfulwhen...

20. I'd like to be paidfor...

21. In my free time,I like to... 22. I hope I never

23. I like to be alonewhen... 24. My friends don'tknow that I... 25. If only I could...

340 31 TALTHH-Alif-Ta___QU 7t The better your health habits, the lessoften you'll get sick. You'll miss less work, and your work will be of higherquality. How good are your health habits? Answer the following questionshonestly. Put a check in the correct column for each of the 20 questions_Then give yourself three points for each "Always," two points for each-Usually,- o:oe point for each -Sometimes," and no points for each "Never." Always Usually Sometimes Never Trite True Trua Trus.

1_ I smoke less than a pack of cigarettes per week_ 2. I never smoke. 3. I request others not smoke around me (or I leave). 4_ I don't drink alcohol_ 5. I don't use drugs_ 6. I don't eat junk food or fast food_ 7_ I don't drink coffee_ 8_ I eat fresh fruits and vegetables daily. 9_ I don't eat canned food. 10. I eat 3 balanced meals each day. 11. I drink at least 3 glasses of water a day. 19. I'm not overweight or underweight. 13. I get 7 or 8 hours of sleep each night. 14. I floss my teeth daily. 15. I have my teeth checked and cleaned once a year.. 16. I walk 30 minutes a day. 17. I do stretching exercises every day_ 18. I exercise vigorously (aerobic) for at lerlst 20 minutes 3 times a week. 19 I exercise vigorously (aerobic) for at least 20 minutes every day. 20. I meditate or do a relaxation activity daily.

Scoring My score

60 You may live to be 100! 50 to 59 You've got good habits keep it up! 40 to 49 You're on the right track but try to improve. Less than 40 Clean up your act if you want to be healthy.

32_ IF I WERE . .

1. IfI werea building,I would be

2. IfI werea dessert, I would be

3. If Iwere a famous star,I would be

4. If Iwerean animal, I would be

5. IfIwerea flower,I would be

6. IfIwerea number, I would be

7. If I werea book,I would be

8. If Iwerea piece of furniture,I would be

9. If Iweresomething at the beach,I would be

10. If I were an item of clothing, Iwould be ______.

348 33 CAREER A.B.C.'s

31/

3,4 ',I SELF-RATING ON IMPORTANT TRAITS

How do you rate yourself on each of these important traits? All of them are, in varying degrees, important for success on any job.

TRAIT RA'T'ING

VERY ABOVE AVERAGE BELOW WEAK HIGH AVERAGE AVERAGE 1. Dependability 2. Self-confidence 3. Friendliness 4. Cheerfulness 5. Patience 6. Ability to keep working under real difficulties 7. Sense of humor 8. Honesty 9. Ability to make decisions quickly 10. Responsibility 11 Loyalty for those er whom you work 12. Ability to sense others' feelings 13. Sincerity 14. Ambition to succeed on the job 15. Courage to do the right thing, even if you are alone 16. Willingness to work hard 17. Ability to cooperate with other people 18. Ability to become enthusiastic about your job 19. Willingness to consider others' viewpoints 20 Initiative--being a self-starter 21. Courtesy 22. Ability to work without supervision 23. Ability to lead others 24. Promptness 25. Orderliness Name

JOB WANTED

Pretend that you are looking for a summer job. Write an ad that could appear in a newspaper and answer the following:

1. What kind of work are you lookingfor?

2. What are your qualifications?

3. What previous experience have youhad?

4. What hours will you be able to work?

S. What do you expect to be paid?

6. What three people would you use asreferences?

JUST FOR FUN: USE YOUR ANSWERS TO, THESE QUESTIONS AND WRITEA"RESUMEu ABOUT YOURSELF TO GIVE TO A PROSPECTIVE EMPLOYER.

PETsiITER Responsible, friendly teenager offers pet care services while you are on vacation. Experienced in care of fish, birds, and small mammals. Available by the day or week. Reasonable rates depending on type of pet (example: parakeet 30 per day). References available from Riverton Humane Society, Furry Friend Pet Shop, and neighbors whose pets I have cared for. Call 235-5032 ask for Kim.

36 -1111drilit& AI I V. rIPP-4167- cis liftZ a . owe - pin, .1 - t1101% a:I!..."4 14 " is ...... I www.. 4V1rita VIr

""111111re

X DEAR ME

Dear Me There's nothing unusual about being stressed! It happens to everyone- - - even me! Sometimes I feel because other people For example, it really bothers me when teachers

They ought to be more .And, I wish my parents wouldstop .It sure would help if they could

I've noticed that certain situations can be upsetting forme. Having to makes me nervous, and I dread because .Another thing that bothers me is when I haveto

Sometimes I worry about ,and it upsets me if I don't At times I feel like there's too much for me to .And then I end up feeling Now and then I feel ,because I'm not as as I would like to bel It's frustrating when I try real hard to but then end up . When that happens I feel like

I know that if things really get bad Ican always count on to .One person I really would be able to confide in is

I can usually tell if I'm feeling tenseor stressed because I notice one or more of the following "symptoms" (check any that apply): sweaty palms headaches tightness in throat upset or queasy stomach fatigue face feels flushed loss of appetite increased heart rate dizziness difficulty sleeping shakey legs back or neck ache crying other (specify: When I am stressed, I sometimes do things I wish I wouldn'tdo. For example (check any that apply): bite my fingernails laugh in a loud, fakey way grind my teeth crack my knuckles go on an eating binge misuse drugs or alcohol smoke cigarettes yell at other people hit or slap other people fight with other people throw things other (specify: Body Reactions

HEAD. Stress: May experience an acute short-lived headache Distress: Chronic headache, mental illness 1Y11)SCLFS Stress: Become tense and ready for action Distress: become tense and sore MIES Stress: Tells the body about the stresso r

GLANDS Stress: Produce hormones that ready the body for reaction to stress HEART J,UNGS Stress: Beats faster Stress: Breathe harder Distress: Blood pressure may and faster increase, heart attack could result

SKIN sankuca Stress: Becomes tight, Stress: Stops digesting perspire Distress: Stomach ache, cramps, Distress: Perspire alot, not may result in an ulcer from exercising if distress is prolonged

On the other hand, I try to cope with stressby Some of the things I do to relax are and

. I really enjoy and try to do it times a week. I believe that some of the most importantthings in life are and .That's why it's important to

I know stress is a part of living ...and growing.It will be interesting to compare the stresses I'll have the next time I readthis letter.I predict I'll still feel stressed by and . But, I bet I won't have to worry about anymore. Instead, I'll probably have to put up with Everybody has to put up with stress because it's part of life.I think I can handle it by remembering to 38-8 35',) Courses for 1 2 3 4 Entering Colleges, Arts 0 Vocational Business Universities, and Technical Careers Military Jobs Academies

English 4 years 4 years 4 years 4 years

Science 2 to 4 years 1 to 3 years 1 to 3 years 1 to 3 years 13 i ()logy Chemistry Physics

Math 2 to 4 years 2 to 4 years 2 to 4 years 2 to 4 years Algebra Geometry Trigonometry Calculus

History 2 to 4 years 2 to 4 years 2 to 4 years 2 to 4 years

Foreign 2 to 4 years of Language same language, ,,

Other Music, Art Music, Art ShoP and Shorthand Dance, Drama skills courses Bookkeeping, Tyninsir Mini !rarity with the computer is useful ii allareas. I GET ANGRY WHEN...

1. I get angry when...

2. I want my teacher to see me as...

3. One thing that makes me smile is...

4. My tears come when...

5. I wish adults wouldn't...

6. I feel happiest when...

7. I think two of the most important careers arc . ..

8. If I could change my name.

9. When I see a sunset...

10. When I am lonely, I...

11. The greatest thing about my best friend is...

12. I like school when...

13. My feelings arc hurt when...

14. Before I go to sleep at night, I...

15. If I hadn't come to school today...

16. If I had five hundred dollars, I would...

17. Schools should...

18. My favorite sport is...

19. Parents don't always...

20. I once felt embarrassed when...

'3it

17' HOW DO I FEEL ABOUT EDUCATION?

CIRCLE THE LEIrhR WHICH BEST DESCRIEES YOUR FEELINGS:

1. How good a student do your parents want you to be inschool?

a. One of the best in my class d. Just good enough to get by b. Above the middle of my class e. Don't know c. In the middle of my class f. The best I am able to do

2. How often do you and your parents talk about schoolwork?

a. Just about every day c. Once or twice a month b. Once or twice a week d. Never, or hardly ever

3. How much education do your parents want you to have?

a. Don't care e. Graduate from college b. Finish high school only f. Professional school c. Technical, nursing or business g. Don't know school h. Not living with parents d. Some college

4. Haw far do YOU want to go in sch)ol?

a.I don't want to finish high school d.I want college training b.I want to finish high school only e.I want to graduate from c.I want to go to technical, college nursing or business school after f. I want to get military high school schooling g.I'm interested in apprenticeship

S. Are you planning on some kind of post high school education?

a. Definitely yes c. Probably not b. Probably yes d. Definitely not

6. If something happened and you had to stop school now, how would you feel?

a. Very happy--I'd like to quit d. I'd try hard to continue b.I wouldn't care one way or another e.I would do almost anything c. I would be very disappointed if I could stay in school

7. How good a student do you want to be in school?

a. One of the best in my class d Just good enough to get by b. Above the middle of my class e.I don't care c. In the middle of my class

V/ -A HOW DO I FEEL ABOUT EDUCATION?

8. On an average school day, howmuch time do you spend studying

outside of school? a. None, or almost none d. About two hours a day b. About one hour a day e. About three hours aday c. About 1-1/2 hours aday f. Four or more hours a day

9. During the last school year,did your ever stay away from school just because you didn't wantto come? (Consider the entireschool year.)

a. No, never d. Yes, about 7 to 15 days b. Yes, for 1 or 2 days e. Yes, for 16 days or more c. Yes, for 3 to 6days

10. How bright do you think you arein comparison with the others in your class?

a. Among the brightest d. Below average b. Above average e. Among the lowest c. Average OCCUPATIONAL CLUSTERS

)

142-A OCCUPATIONAL CLUSTERS

/Cosmetolo- gist

Mechanical Sculptor CHistorian Engineer Director

Photogra- Illustrator pher Art Graphic Teacher Designer

Carpenter Architect

Carto- Sign graphic Maker Drafter Landscape Architect

Floral Store (Interior Airbrush Decorator Designer Decorator Artist

Set Clothes Art Dealer Designer Designer

Museum Curator Art Letterer Therapist Cloth Animator Designer

Jeweler OCCUPATIONAL CLUSTERS

Biochemist Park (----Forester Ranger \--

1Public Forest (Game Health Health Ranger Warden Adminis- Educator trator

Biologist Occupa- X-ray tional technician Therapist

Bacteriolo- Dietitian gist

Home Imrnunolo- BIOLOGY gist Economist

Lab Technician

Dental Tree Marine Assistant Surgeon Veterinar- Biologist ian

Dental Landscape Nursery Gardener Hygienist Laborer Architect

Paramedic Medical Farmer or Secretary Animal Food Rancher Hospital Technician Clerk OCCUPATIONAL CLUSTERS

Surgeon/ Physician Chemical Zoologist Engineer

(Food Bacteriolo- Metallur- Technolo- gist gist gist

Phannacist Chemical \ Forester Technolo- Research gist Nutritionist Engineer

(Oste path rTeacher

Chemical Chemical Processing CHEMISTRY Preparer Supervisor Nuclear Power Plant

Museum Conservation Biochemist Technician

.--..

Lab Assayer Geological Criminolo- Technician Technician gist

Exterrnina for Photo- Meteorolo- Crimino- grapher gist Geologist logical 1 Chemist

Chemical Sales- person OCCUPATIONAL CLUSTERS

Editor Paralegal Judge

Poet Lyricist Teacher

Radio/TV Announcer Translator Copy Librarian Writer ..--/

Political Tour Scientist Guide

Critic ENGLISH )Proofreader

Technical

Clergy Sales- Member ceiption- ( Employ- ment Interviewer ._--

Screen- ( Promotion Writer IReporter Lecturer Manager

Auctioneer

Social 1 i Playwright Worker ) Columnist Secretary

1,1Z-E OCCUPATIONAL CLUSTERS

Dietitian Childcare Acioiinis- r( Nutritionist trator I Early Technic,l Dietetic Childhood Writer Technician Education Teacher /

Home Economist Demonstra- Interior tor Vocational Decorator Reporter Teacher

I Food Flight & Drug Attendant Inspector HOME Home- Service ECONOMICS maker Director

Sales- Cook ' person

Occupa- Cosmetolo- tional Waitperson gist Therapist Fashion Consultant

Physical Institution Social Practical Worker Therapist Superin- Nurse tendent

Clothes Designer Extension Consumer Service Affairs Executive Specialist / \\Director Registered House- Nurse keeper

Sewer/ Tailor OCCUPATIONAL CLUSTERS

Computer Programer Engineer

Systems Chemist Pilot Commodity Analyst

Architect Financial Economist Statistician Broker Analyst )

Optoin Drafter etrist

Astronomer Surveyor

Dentist Plumber

Manufac- Bank turing Cashier Carpenter ) \Engineer Book Keeper

Electrician Teacher Actuarial Clerk

Accountant Electronics Claims Technician Adjuster Physicist Actuary

Engineering Tegbnician 112-6- OCCUPATIONAL CLUSTERS

Composer Piano Clergy Technician Member

( Occupa- Organist/ Religious Choral tional Pianist Education Director Therapist Director /

Music Director Music Music Recre- Choir Librarian Teacher ational Prompter

Orchestra Music Conductor Supervisor Radio or TV\; Orchestra- Announcer tor /'- Radio or iMusical TV Director Copyist

Sales Music Arranger Music Chorus Clerk Critic Dancer

Sales Concert Lyricist Manager Musician Singer

Dramatic Reader Piano Dancer Tuner Imperson- Popular ator Singer

Comedian OCCUPATIONAL CLUSTERS

Summer Camp Proles- (-Race Horse Director sional Trainer Sports Scout

Sporting Recre- Public Goods Sports ational Health Manufac- Equipment Therapist Educator turer Repairer

YWCA YMCA Business Director Model Adminis- Recreation Sporting trator Store Leader Manager

Sports Pit Writer or Steward Editor

Sports PHYSICAL Announcer EDICATION

Profes- Parks & sional Recreation Athlete Manager

Teacher Acrobat Dancer

High Sports School Physical Lab Instructor Principal Therapist Technician

Referee Profes- Athletic sional Trainer Occupa- X-ray Athletic tional Technician Coach Therapist

92-1" OCCUPATIONAL CLUSTERS

Editor Police Lawyer Officer

Public \ Historian Firefighter Paralegal Affairs Officer

Foreign Correspon- Script dent Reporter Writer Political Social Scientist Worker

Funeral Archeolo- Director gist

SOCIAL Sociologist Paleontolo- gist SCIENCE

Clergy Economist \Member

Psycholo- Writer gist Research Librarian Director Statistician

Public Counselor Teacher Anthro- Relations Aide pologist Director

Personnel Teacher Nursing Manager Geographer Services Director

:3 J Archivist What I like best about school School attended last year PEOPLE BINGO Favorite dessert Hometown Favorite sport Favorite food Hobbies Most liked vegetable Parent's first name Birthday month Favorite color Favorite game CV\ Favorite TV program Favorite singer Favorite number Favorite book 7 I I 3 ENTRY-LEVEL JOBS Page Job Title Job Outlook Starting Salary

Aircraft Assemblers 1--Horrible $7.00 to $13.00 Artists* 1--Horrible No set wage Auto Body* 4--Good $6.00 to $7.50 Auto Mechanics 3--Average Min.Wg.to$7.99 Automobile Parts Clerks 3-- Average Min.Wg.to$6.50 Bakers 3--Average Min.Wg.to$6.70 Bank Tellers 3--Average Min.Wg.to$6.61 Bartenders 4--Good Min.Wg.to$7.50 Beverage Workers 1--Horrible Min. 1,c1. to$7.00 Blacksmiths and Forge Shop Workers* 2--Poor $7.00to$10.00 Boatbuilders* 1--Horrible Min.Wg.to$4.75 Bookbinders* 3--Average Min.Wg.to$8.00 Bookkeeping Clerks 2--Poor Min.Wg.to$6.90 Bricklayers 1--Horrible Min.Wg.to$7.00 Building Maintenance Workers 3--Average Min.Wg.to$11.50 Bus and Taxi Drivers 3--Average Min.Wg.to$7.00 Buspersons 5--Excellent Min.Wg.to$5.25 Cabinetmakers* 2--Poor Min.Wg.to$7.50 Cannery and Food Processing Workers 1--Horrible Min.Wg.to$6.25 Carpenters 1--Horrible Min.Wg.to$9.00 Cashiers 3--Average Min.Wg.to$8.05 Cement Masons 1--Horrible $11.23 to $12.90 Chokersetters 1--Horrible $8.00 to $12.00 Clerk-typist 1--Horrible Min. Wg. to $7,47 Collection Workers 4--Good $5.15 to $6.90 Commercial Fishers 1--Horrible No set wage Compositions and Typesetters 3--Average Min. Wg. to $9.00 Construction Laborers 1--Horrible Min. Wg. to $9.00 Custodians 5--Excellent Min. Wg. to $5.50 Deckhands 1--Horrible $6.00 to $11.00 Dispatchers 3--Average Min. Wg. to $8.50 Domestic Service Workers 5--Excellent Min. Wg. to $8 Door-to-Door Salespeople 5--Excellent No set wage Electricians* 2--Poor Min. Wg. to $7.50 Electronics Assemblers 1--Horrible Min. Wg. to $6.50 Fallers and Buckers 1--Horrible $8.00 to $15.00 Farm and Ranch Hands 1--Horrible Min. Wg. to $5.70 Farmers and Ranchers 1--Horrible No set wage Fast Food Workers 5--Excellent Min. Wg. to $5.50 Fitness Consultants 4--Good Min. Wg. to $6.00 Floor and Carpet Layers 2--Poor $8.50 to $11.00 Floral Designers 4--Good Min. Wg. to $5.00 Food Service Workers 5--Excellent Min. Wg. to $7.00 Forklift Operators 1--Horrible $5.50 to $10.35 Foundry Workers 2--Poor $6.00 to $10.00 Freight Handlers 2--Poor Min. Wg. to $17.60 Fry Cooks 5--Excellent Min. Wg. to $5.50 Garbage Collectors 3--Average $7.65 to $10.05 General Office Clerks 3--Average Min. Wg. to $5.75 Glaziers 2--Poor Min. Wg. to $10.00

Vr--A37' Page 2

Job Title Job Outlook Starting Salary

Grocery Checkers 2--Poor Min. Wg. to $7.40 Groundskeepers and Gardeners 4--Good Min. Wg. to $8.00 Handocafters* 1--Horrible No set wage Heavy Equipment Operators 1--Horrible Min. Wg. to $7.10 Hotel Clerks 4--Good Min. Wg. to $5.00 Insulation Workers 1--Horrible $7.10 to $9.00 Interviewing Clerks 3--Average $5.17 to $8.05 Ironworkers 1--Horrible $6.00 to $13.00 Janitors 3--Average Min. Wg. to $7.00 Kitchen Helpers 5--Excellent Min. Wg. to $7.00 Laundry and Dry Cleaning Workers 4--Good Min. Wg, to $6.50 Linepersons 2--Poor $6.25 to $14.10 Lithographic Workers 3--Average Min. Wg. to $6.00 Local Truck Drivers 3--Average $6.50 to $10.00 Log Handling Occupations 1--Horrible $8.00 to $12.00 Long Haul Truck Drivers* 2--Poor $8 to $11.40 Machine Tool Operators* 2--Poor $6.50 to $8.50 Machinists* 3--Average $7.00 to $13.00 Maids 4--Good Min. Wg. to $5.15 Mall Carriers 2--Poor $9.50 to $11.50 Meat Cutters 3--Average $6 to $9 Messengers 3--Average Min. Wg. to $6.32 Metal Refining Occupations* 1--Horrible $7.50 to $10.80 Meter Readers 1--Horrible $7.76 to $10.86 Millwrights* 3--Average $7.47 to $13 Nursery Workers 4--Good Min. Wg. Nurses Aids 4--Good Min. Wg. to $6.30 Packers and Wrappers 2--Poor Min. Wg. to $6.75 Painters and Paper Hangers 2--Poor Min. Wg. to $8.00 Pest Control Workers 4--Good Min. Wg. to $7.50 Petroleum Processing Occupations 1--Horrible $9.50 to $14.00 Photofinishers 3--Average Min. Wg. to $7.75 Plasterers and Drywall Installers 1--Horrible $6 to $10.00 Plumbers 1-- Horrible Min. Wg, to $9.00 Postal Clerks 1--Horrible $10.50 to $11.50 Press Operators 3--Average Min. Wg. to $6.00 Production Assemblers 1-- Horrible Min. Wg. to $8.00 . Production Painters and Finishers 2--Poor Min. Wg. to $10.00 Pulp and Paper Workers 1-- Horrible $7.00 to $9.50 Railroad Laborers 1--Horrible $8.08 to $12.13 Receptionists 4--Good Min. Wg. to $6.90 Recreation Attendants 3--Average Min. Wg. to $6.50 Retail Sales Clerks 3--Average Min. Wg. to $5.50 Roofers 1--Horrible Min. Wg. to $7 Room Cleaners 4--Good Min. Wg. to $5.15 Rubber and Plastics Fabricators 3--Average Min. Wg. to $6.00 Salespeople 3--Average Min. Wg. to $9.00 Sawmill and Plywood Laborers 1--Horrible $6.00 to $9.00 Seamstresses and Tailors 3-Average Mln. Wg. to $5.00 Seasonal Farm Laborers 2--Poor Min. Wg. to $5.25 -5 37,3 Page

Job Title Job Outlook Starting Salary

Secretaries* 3--Average Min. Wg.to $6.90 Security Guards 4--Good Min. Wg.to $6.50 Service Station Attendants 2--Poor Mln. Wg. Sewing Machine Operators 1--Horrible Min. Wg.to $6.20 Sheet Metal Workers 1-- Horrible Min. Wg.to $9.00 Shipfitters 1--Horrible $6.00 to$9.00 Shipping and Receiving Clerks 3--Average Min. Wg.to $6.75 Small Engine Repairers 2--Poor Min. Wg.to $7.99 Social Service Aides 5--Excellent $5.77 to$7.50 Stock Clerks 3--Average Min. Wg.to $6.00 Surveyor's Helpers 3--Average Min. Wg.to $6.90 Telephone Solicitors 5--Excellent Min. Wg.to $6.00 Telephone/Telegraph Operator 2--Poor Min. Wg.to $6.90 Textile Machine Operators 2--Poor Min. Wg.to $7.00 Tour Guides 3--Average Min. Wg.to $6.50 Walters and Waitresses 5--Excellent Min. Wg.to $6.00 Warehouse Workers 2--Poor Min. Wg.to $6.50 Welders* 2--Poor $6.00 to$8.00 Well Drillers 3--Average $7.00 to$8.00 Woodworking Machine operators 1--Horrible Min. Wg.to $8.00 Yarding and Loading Occupations* 1--Horrible $7.00 to$10.50

* These lobs frequently require trdining beyond high school

371 THE DECISION-MAKING PROCESS

DEFINE THE DECISION

GATHER INFORMATION

LIST ALTERNATIVES AND CONSEQUENCES

SELECT THE BEST ALTERNATIVE

MAKE YOUR DECISION

EVALUATE THE RESULTS

3 7 LAST DECISION ON EARTH

DIRECTIONS: You are members of a committee who must select 6 people who will leave earth and travel to anotherplanet to continue life. Due to massive pollution, the resources on earth have been depleted. You CAN NOT go and the selections MUST be unanimous. Please give careful thought to your selections. As the earth depends on you, you will be asked to justify yourdecisions.

1. A boy who never finished high school but works as a carpenter.

2. The boy's girlfriend.

3. A 57-year old mayor who, when younger, was a lawyer.

4. A 34-year old female doctor.

5. A member of the clergy

6. A 43-year old black male who is a sergeant of thepolice force.

7. A young scientist who has already invented many terrific things.

S. The scientist's wife who is pregnant but is not expected to live after the baby is born.

9. A 68-year old female teacher who has been around the world and is a great art lover.

10. An ex-con who was in prison for murder. Since he has been out he has been writing songs that are becoming popular. He wants to be forgiven and start a new life.

45-8 :37G DESIGNING THE DOG

(A game that shows the changing workplace)

C)1989 Anton Lee Wishik

This game compares the assembly line system of manufacture with the teamworksystem of today. Materials required:

Three feet of chalkboard space for every five players A piece of colored chalk for every player (five different colors) A kitchen timer

Divide the chalk bard into vertical sections for eachgroup. Then divide each vertical section horizontally, so each group has a top half and a bottom half.

Divide your group into at least four assembly lines (fiveon a line preferred). Have them count off so each worker has a number. Give each line five different colors of chalk,with a color designated for Worker No. 1, Worker No. 2, etc.

Tell them they are part of a toy company which is designinga new producta dog. Each assembly line will work on a section of the chalkboard, starting with WorkerNo. 1. When a bell rings, Worker No. 1 will go to the board and start designinga dog. In a very short time the bell will ring again, Worker No. 1 sits down, and Worker No. 2 hurriesto the board and works on that assembly line's design. That continues until all five workers in each line have workedon the design.

Tell them they must use ONLY the tool (piece of chalk) they havebeen given, and may not erase a co-worker's efforts. They also may not communicate with co-workers.Tell them to work in the top half of their section of the board. Do NOT tell them howmuch time they have.

Ring the bell. Worker No. 1 on each line rushesto the board. Time 20 seconds and ring the bell again. Worker No. 2 rushes to the board. Give each worker 20 seconds, fora total of 1 minute, 40 seconds for five workers. (If one line has only four workers, WorkerNo. 1 goes twice).

Let them sit back down and laugh at their work. Discuss assembly-linerules: Work alone; do your task only; use designated tool only; do not communicate with otherworkers.

Tell them they are going to get another chance,except this time instead of an assembly line they are a team of workers. They will work on the bottom half of their section, andmay not disturb the top-half creations. Before they go to the chalkboard, they will haveone minute to meet and determine "How Best to Design a Dog." Tell them all the rules from theassembly line method are offthey as a team may decide "How Best to Design a Dog." In their one-minute meeting they alsomust select a team leader who can discuss their design afterwards. Solicitquestions. If you get questions like "Do we all have to work on the drawing?" or "Canwe share chalk?" answer with the mysterious: "You as a team may decide How Best to Design a Dog."

Ring the bell for the one-minute meeting. You likely will observesome groups drawing prototypes, others arguing, etc. Some may divide the dog into sectionsand designate individuals for each body part.

3 7 //6-A Ring the bell after one minute. Say "I am the company president, are their any questions?"Do not answer with specifics, but keep repeating.All the rules from the previous method are off; you as a team may decide How Best to Design a Dog."

Ring the bell. Give the teams the same design time as before (1 minute and 40 secondsin this example). Then ask them to sit down. Again they will laugh and remark for severalseconds.

Tell them the company is now going to evaluate the designs. First the entire group will comparethe assembly line designs across the top with the teamwork designs across the bottom.Which set is better, and why? The bottom set will always be superior. Let them share the advantages of theteamwork method (planning, sharing ideas, working together, utilizing most skilled member ofgroup). Remind them they had NO ADDITIONAL TIME at the chalkboard -- only the additional timefor planning and communication.

Now consider individual group designs -- assembly line against teamwork (top againstbottom). Go one by one and ask the team leader to tell: What did you do in yourone-minute meeting? How did you accomplish the design? How many artists? Consultants? Did youdo a prototype? Have each team leader discuss their team's work. Let them show the advantages of working together.

Now tell them the entire company is going to vote on the best design the one to be used for production. Each team gets one vote, and they may not vote for their own. Give them 30 seconds to meet in teams and come up with a vote. Record the votes on the chalkboardand select a winner. Company president breaks all ties.

Which team's design is the winlier? Why? The winning team will get a large bonus. Should it be divided equally even If one team member did most of the artwork? They may disagree butgenerally the workplace answer is yes -- team members often are evaluated on how the entire teamperforms.

Leave your designs up for a while. They are great conversation pieces, and a graphicdemonstration of the need for communication, imagination and teamwork in the workplace of today. DATA - PEOPLE - THINGS

:-;core the following activities with a "L" for like and a "D" for dislike. Itis not necessary that you have these skills,just consider whether you think you would enjoy doing the following:

- 1. building rocket models -24.computing income taxes - 2. taking a math course -25.planting a garden 3. making sketches or painting -26.vacuuming a rug 4. participating in group activities -27.working math puzzles S. writing letters 28.decorating your bedroom

- 6. counseling at a camp -29.creating something 7. reading about special subjects with a sewing machine - 8. giving talks 30. stocking shelves in a store - 9. attending plays 31. waiting on people in a -10. taking care of children store 11. serving as a president - 32. reading stories to children -12. cooking a favorite meal -33.going on a family picnic -13. fixing mechanical things -34.working crossword puzzles 14. playing a musical instrument -35.budgeting money -15. writing a report -36.building birdhouses -16. reading or writing poetry -37.doing research -17. helping others with their -38.cleaning a closet personal problems -39.making new friends -18. meeting knowledgeable people -40.writing advertising copy -19. playing chess -41.doing carpentry work 20. working in a hospital laboratory -42.working as an accountant -21. directing the activities of -43.working as a forest ranger others -44.planning a family vacation -22. following a work plan organized -45.doing television repair by your supervisor work 23. playing a team sport

Interest Survey Key

DATA: 2, 5, 7. 15, 16,19,20,24,27,28,34,35,37,42,44,

PEOPLE: 4,6, 8,9,10, 11, 17,18, 21,22,23,31,33,39,43,

THINGS: 1,3, 12, 13,14, 22, 25,26,29, 30, 36, 38, 40, 41, 45,

Next add up the "Data" items which were marked and record the score by circling this number on the Data Scale. Do the same for "People" and "Thing" items.

Tabulation Scale

D 12345678910111213 14 15

P 12345678910111213 14 15

12345678910111213 14 15 1/7 3 7 9 DECISION DIAL

Tell about a Tell about a decision you made decision you that made you feel made that got you into sad. A decision trouble. I had to make at lunch today was... Tell about a decision you made that made you feel happy.

A decision r had to make at home was...

A decision I have to A decision I have to make make after school is. today in school is...

A decision I had to make on the bus was... A decision I had to make at breakfast A decision Was... I had to make about what to wear today was... LEISURE ALTERNATIVES

A. List those things you do on a typical Saturday.

1 5

3. 7.

4. 8

B. Star (*) the positive uses of your time. C. Check () the negative uses of your time.

D. What factors indicate a positive use of time?

E. What factors indicate a negative use of time?

F. Name one way you could have used your leisure time more effectively.

Resolution: Try to make next Saturday more effective than most Saturdays.

1_? kJ (.) ASSERTIVE INTERVIEW SCORE SHEET

Did the person .

1. Know about the type of work they were applying for? (0-10)

2. Know about the specific employer and the job opening? (0-10)

3. Show that they are really interested in the job? (0-10)

4. Give complete and interesting answers to questions -- more than yes or no? (0-10)

5. Volunteer lots of information about themselves background, work history, education, goals, etc.(0-20)

6. Ask good questions of the interviewers about the employer and the job? (0-10)

7 A. Make eye contact (0-5)

B. Have good posture (0-5)

C. Speak clearly (0-5)

D. Smile and use facial expressions (0-5)

E. Answer quickly and easily (0-5)

F. Say something especially interesting (0-5)

TOTAL (0-100)

SJo FIFTY QUESTIONS ASKED BY EMPLOYERS DURING THE INTERVIEW

1.What are your long-range and short-range goals and objectives,when and why did you establish these goals, and how are you preparing yourself to achieve them?

2.What specific goals, other than those related to your occupation, haveyou established for yourself for the next ten years?

3.What do you see yourself doing five years from now?

4.What do you really want to do in life?

5.What are your long-range career objectives?

6.How do you plan to achieve your career goals?

7. What are the most important rewardsyou expect in your career? 8. What do you expect to be earning in five years?

9. Why did you choose the career for whichyou are preparing?

10. Which is more important to you, themoney or the type of job?

11. What do you consider to be your greatest strengths andweaknesses? 12. How would you describe yourself?

13. How do you think a friend or instructor who knowsyou well would describe you? 14. What motivates you to put forth your greatest effort?

15. How have your experiences preparedyou for working here?

16. Why should I hire you?

17. What qualifications do you have that makeyou think that you will be successful in this field? 18. How do you determine or evaluate success?

19. What do you think it takes to be successful ina company like ours?

20. In what ways do you think you can makea contribution to our company?

21. What qualities should a successful possess?

22. Describe the relationship that should exist betweena supervisor and those reporting to that supen,isor.

23. What two or three accomplishments have givenyou the most satisfaction?

24. Describe your most rewarding experience in school.

25. If you were hiring someone for this position,what qualitiesou Id you look for?

s-1-4)3r 26. Why did you select this occupation?

27. Why did you select the training program you did?

28. What school subjects did you like best? Why?

29. What school subjects did you like the least? Why?

30. If you could do so, how would you plan your education and training differently?

31. What changes would you make in your high school? Why?

32. Do you have plans to continue your education in some way? What are they?

33. Do you think that your grades are a good indication of your capabilities?

34. What have you learned from your holies, interests and outside activities?

35. In what kind of a work environment are you most comfortable?

36. How do you work under pressure?

37. Which of your past jobs have you found most interesting? Why?

38. How would you describe the ideal job for you right now?

39. How did you decide to seek a position with this company?

40. What do you know about our company?

41. What tvso or three things are most important to you in your job?

42. Do you prefer a company of a certain size? Why?

43. What criteria are you tif'ng to evaluate the company for which you hope to work?

44. Do you have a geographical preference? Why?

45. Will you relocate? Does relocation bother you?

46. Are you willing to travel?

47. Are you willing to spend at least six months as a trainee?

48. What questions would you like to ask?

49. What major problem have you encountered And how did you deal with it?

50. What have you learned from your mistakes? DICTIONARY OF OCCUPATIONAL TITLES (DOT)

OCCUPATIONAL CATEGORIES

0/1 Professional, technical, and managerial occupations 2 Clerical and sales occupations 3 Service occupations 4 Agricultural, fishery, forestry, and related occupations 5 Pros,essing occupations 6 Machine trades occupations Benchwork occupations 8 Structural work occupations 9 Miscellaneous occupations TWO-DIGIT OCCUPATIONAL DIVISIONS

PROFESSIONAL, TECHNICAL, AND MANAGERIAL OCCUPATIONS

00/01 Occupations in architecture, engineering, and surveying 02 Occupations in mathematics and physical sciences IP; Computer-related occupations 04 Occupations in life sciences 05 Occupations in social sciences 07 Occupations in medicine and health 09 Occupations in education 10 Occupations in museum, library, and archival sciences

I1 Occupations in law and jurisprudence 12 Occupations in religion and theology 13 Occupations in writing 14 Occupations in art 15 Occupations in entertainment and recreation 16 Occupations in adm, strative specializations 18 Managers and official, n.e.c. 19 Miscellaneous professional, technical, and managerial occupations

CLERICAL AND SALES OCCUPATIONS

20 Stenography, typing, filing, and related occupations 21 Computing and account-recording occupations 22 Production and stock clerks and related occupations 23 Information and message distribution occupations 24 Miscellaneous clerical occupations 25 Sales occupations, services 26 Sales occupations, consumable commodities 27 Sales occupations, commodities, n e.c 29 Miscellaneous sales occupations

SERVICE OCCUPATIONS 30 Domestic service occupations 31 Food and beverage preparation and service occupations 32 Lodgin1 and related service occupations 33 Barbering, cosmetology, and related service occupations 14 Amusement and recreation service occupations 35 Miscellaneous person& ..ervice occupations 36 Apparel and furnishings service occupations 37 Protective service occupations 38 Building and related service occupations

AGRICULTURAL, FISHERY, FORESTRY, AND RELATED OCCUPATIONS 40 Plant farming occupations 41 Animal farming occupations 42 Miscellaneous agricultual and related oc:upations 44 Fishery and related occupations 45 Forestry occupations 46 Hunting, trapping, and related occupations JC"3 6 5- PROCESSING OCCUPATIONS

SO Occupations in processing of meal 51 Ore refining and foundry occupations .52 Occupations in processing of food, tobacco, and related products 53 Occupations in processing of paper and related materials 54 Occupations in processing of petroleum, coal, natural and manufactured gas, and related products 55 Occupations in processing of chemicals, plastics, synthetics, rubber, paint, and related products 56 Occupations in processing of wood and wood products 57 Occupations in processing of stone, clay, glass, and related products 58 Occupations in processing of leather, textiles, and related products 59 Processing occupations, n e c

MACHINE TRADES OCCUPATIONS

6r Metal machining occupations 6i Metalworking occupations, n.e c. 62/63 Mechanics and machinery repairers 64 Paperworking occupations 65 Printing occupations 66 Wood machining occupations 67 Occupations in machining stone, clay, glass, and related materials 68 Textile occupations 69 Machine trades occupations. n.e c

BENCHWORK OCCUPATIONS

70 Occupations i,t fabrication, assembly, and repair of metal products, n.e.c. 71 Occupations in fabrication and repair of scientific, medical, photographic, optical, horological, and related products 72 Occupations in assembly and repair of electrical equipment 73 Occupations in fabrication and repair of products made from assorted materials 74 Painting, decorating, and related occupations 75 Occupations in fabrication and repair of plastics, synthetics, rubber. and related products 76 Occupations in fabrication and repair of wood products 77 Occupations in fabrication and repair of sand, stone, clay, and glass products 78 Occupations in fabrication and repair of textile, leather, and related products 79 Bench work occupations, n.e.c.

STRUCTURAL WORK OCCUPATIONS

80 Occupations in metal fabricating, n.e c. 81 Welders, cutters, and related occupations 82 Electrical assembling, installing, and repairing occupations 84 Painting, plastering, waterproofing, cementing, and related occupations 85 Excavating, grading, paving, and related occuoations 86 Construction occupations, n.e.c. 89 Structural work occupations, n.e.c.

MISCELLANEOUS OCCUPATIONS

90 Motor freight occupations 91 Transportation occupations, n.e.c 92 Packaging and materials handling occupations 93 Occupations in extraction of minerals 95 Occupations in production and distribution of utilities 96 Amusement, recreation, motion picture, radio and television occupations, n e c 97 Occupations in graphic art work THE GUIDE FOR OCCUPATIONAL EXPLORATION (GOE)

INTEREST AREAS

ARTISTIC includes literary and visual arts, drama, music, dance, and crafts.

SCIENTIFIC includes physical and life science, medicine, and laboratory technology.

PLANTS AND ANIMALS includes animal care and training, plant care, and related areas.

PROTECTIVE includes safety and law enforcement and security services.

MECHANICAL includes engineering, quality control, transportation, and related work.

INDUSTRIAL includes production work, production technology, etc.

BUSINESS DETAIL includes administration, math and finance related work, clerical work, etc.

SELLING includes general sales and related work.

ACCOMMODATING includes hospitality services, personal care service, and passenger and customer services.

HUMANITARIAN includes social services, nursing, therapy, specialized teaching services, etc.

LEADING-INFLUENCING includes education, law, management and administration, communications, etc.

PHYSICAL PERFORMING includes sports and relatedareas.

,c3-4 STANDARD OCCUPATIONALCLASSIFICATION GROUPS

Administrative andmanagerial occupations

Engineers, surveyors,and architects

Natural scientistsand mathematicians religious workers,lawyers Social scientists,social workers,

Teachers, librarians,and counselors practitioners Health diagnosingand treating therapists, and Registered nurses,pharmacists, dieticians, physician assistants

Health technologistsand technicians

Writers, artists,and entertainers health Technologists andtechnicians, except Marketing and salesoccupations clerical Administrative supportoccupations, including

Service occupations Agricultural and forestryoccupations

Mechanical andrepair occupations Construction andextractive occupations

Production occupations occupations Transportation andmaterial moving and laborers Helpers, handlers,equipment cleaners,

Military occupations

353

EXPLORING YOUR COMNUNITY

C/,CITY MANAGER

S\ al 1" " lit r ,1111 At.t -e gi

1111111, EXPLCRING YOUR COMMUNITY CITY COUNCIL EXPLORING YOUR COMMUNITY Cr\-PUBLIC WORKS DEPT.

s-y-D EXPLORING YOUR COhNUNIDI CfLAMINGDEPIARTMENT

30,3 .s- -E EXPLORING YOUR COMMUNITY CPUBLIC UTILITIES

;30 i gq-F EXPLORING YOUR COMMUNITY

CPARKSAND RECREATION DE131-. EXPLORING YOUR COMMUNITY TRAFFIC ENGINEER-\:;)

13 rj EXPLORING YOUR COMMUNITY Cj21REDEPARTMENT EXPLORING YOUR COMMUNITY CPOLICEDEPARTMENT

393 SCHOOL 1; THE WORLD

Head each activity below. Decide which school subjects could be helptul in order to do the activity well. Write the school subject abbreviations on the lines provided.

A Art S Science W Writing MU Music M Math S Spelling SS Social Studie,,, H Heading PE Physical Education Taking a bus downtown

Buying shoes

Buying 3 pounds of coffee

Selecting a record for a friend

Working a paper route

Putting up a tent

Identifying a flower Dividing candy

Finding out what's playing at the local moviehouse

Riding a bicycle Chosing a picture

Making friends with a neighbor

Planning an auto trip Working on a school newspaper

Knowing about other people's holidays

Playing on a teeter totter orseesaw

Making half a recipe of some dessert MILK UN MY lABLE Flow Chart

Product. People Machines Prc:iress

Milk

GROCERY STOR Stock Person Refrigeratio Custodians Units lerks Cash Registers Manager Grocery Carts Boxer Refrigeration Person

DISTRIBUTOR Sales Person Trucks Bookkeeper Hoist Trucker Typewriter Manager Computers Accountant Adding Machines ...2ookkeeper/Accountant Hoists Processor Sterilizing Equipment - Packager Pasteurizing FARM armer Tractor ired Hands Bailer Wife/Husband Milking Machine

COW #t _Veterinarian Milking Machine Auctioneer Supplier

GRAIN Seed Growers Combines Lab Technician Fertilizer Spreader County Ext. Agent Truck Feed and Seed Store Owners

I0 .S6 TESTING YOUR CAREER PLANNING KNOWLEDGE

Circle the answer you think is correct.

T F 1. Most people have the ability to do well in any job if they set their minds to it.

T F 2. Except for the income it provides, your job has little influence on your way of life.

T F 3. The average American spends more waking time in work- related activities (including homemaking) than any other activity.

T F 4. There is only one "right job" for you in terms of your ability.

T F 5. Most persons remain in the same job throughout their adult lives.

T F 6, The typical American will work in more than four completely different occupations during his or her lifetime.

T F 7. Few women work outside of the home after marriage.

T F 8. Apprentices are paid while they learn.

T F 9. Thp state Employment Security Commission provides free inrormation about job openings and job training programs.

T F 10. Over two-thirds of all existing job openings do not require a college degree.

T F 11. Programs at 2 year community colleges are limited to students who want to transfer to 4 year colleges.

T F 12. Entering an occupation is the on1 way you can learn whether you might like it.

T F 13. The earlier you choose your life's work ,he better.

T F 14. Women now are working at jobs which were once held only by men. (cont'd.) TESTING YOUR CAREERPLANNING KNOWLEDGE

be like 10 yearsfrom now? What will thelabor force probably 15. require 4 or more yearsof college. A. Most jobs will of jobs for unskilledworkers. There will be agreater percentage B. of jobs for thosewith There will be agreater percentage C. school. technical skillsacquired beyond high following is the best wayto begin career 16. Which one of the planning? market. Look at what isavailable on the job A. should do. Take tests tofind out whams you B. corsider most importantin life. C. Decide what it is you make up interest...2 in so manyoccupations you cannot 17. If you are your mind, youshould first jobs as you can. A. Try out as many like it, stick withit. B. Try one and if you about what eachoccupation is like. C. Find out more the best way for youto find Which of thefollowing is probably 18. work of a carpenter? out whether youwould like the A. Ask a counse):Jr. contractor. B. Talk to a building experience throughvarious adult education C. Get "hands on courses orwork experience. Discuss answers with the class.

ANSWER KEY TO TRUE-FALSE TEST

"Testing Your Career Planning Knowledge"

obviously 1. FALSE. Many jobs demand a mastery of specific skills: this bars a large number of peocte who may never be able to acquire such skills from succ.t:ss insuch an occupation.

2. FALSE. People's jobs may influence where they live, with whom they associate, what they do for recreation.

either 3. TRUE. The average American spends a great deal of time at work or in work-related activities. It is typical to spend more time at work than with your family or inrelax- ation. Thus, when you consider the answers to Questions 2 and 3 together, you can see that you shouldplan your vocational life rather than letting it fall to fate.

4. FALSE. Your abilities may qualify you for severaljobs which may or may not be similar. In addition, it is more the rule than the exception that your interests will changeduring your life, resulting indifferent preferences in work.

six times 5. FALSE. The average person will change jobs at least during his lifetime. Frequently a change in jobs will require the acquisition of new skills and/or aneed for additional training. Planning in advance will certainly facilitate such changes.

Question 5. 6. TRUE. This is actually another way of looking at Not only do people change jobs, inwhich they perform basically the same functions but for differentemployers, out more frequently than you mighthave expected, people change occupations, in which they perform different functions for the same different employers.

work after marriage: also, many 7. FALSE. Many women continue to return to the workforce after child-rearing. In 1981, 62% of American women betweenthe ages of 18-64 were employed school now outside the home. Over 90% of the girls in high will work outside the home for a part ormost of their lives. The average woman today can expectto work for an average of either single, 25 years. About five out of ten adult women are widowed, divorced or separatedfrom their husbands and are, therefore, responsible for their ownfinancial support.

of current journeyman's 8. TRUE. Apprentices are paid a percentage wages, making this a typeof training which pays you, rather than the more typical instancewhere you pay for training.

MESC also provides free occu- 9. TRUE. Beside those items mentioned, pational testing, employmentcounseling, and assistance in job placement. s7 -c403 The employment trend to1985 indicates that as few asone-fourth 10. TRUE. the of all job openings willrequire college training, despite popular belief that "youneed a college education thesedays". You should consider yourgoals very carefully beforeundertaking college may be. a venture aslong and expensive as going to emphasize skill training for immediate 11. FALSE Community Colleges now employability, as well as academicprograms. They offer a wide all range of programs. They offer a wide range of programs to segments of thepopulations.

There are a number of wayt, todetermine whether you would like 12. FALSE. reading, talking with persons in the a particularoccupation: field, and actual "handson" experiences are among them. not account for future oppor- 13. FALSE. Establishing a fixed pattern may tunities and interests. Becoming too rigid may amount to "vocational death" or stagnation.

of discriminatory hiring practices 14. TRUE. Not only does the ending enable a more efficient useof human resources, it also allows individuals to follow their owninterests in a more fulfilling way advancing The skill requirementsfor jobs rises each year due to 15. C. growth in almost all technology. While there will be numerical occupational categories, theproportion of people in them will change quite a bit. The greatest growth in proportionwill occur in professionaland technical occupations. Put another have a needed way, your chancesof success are far better if you vocational skill, but thisdoes not necessarily mean going to college. be the starting point: the 16. C. Determining your desires should other steps mentioned willadd direction to this.

based on a broad range of knowledge, 17. C. Good decision making is and there are many ways to getit. While gaining practical experience by actually doing ajob is obviously very desirable, it is not always possible orpractical. And when you have information many interests,reading can provide much of the you will ne.A.

down to one interest, the practical 18. C. Having narrowed the field experience of working as acarpenter's helper is ideal. Or often you can find a coursein adult education, community college, or life-long education programsthat will enable you to get such experiencewithout leaving your present job.

If you miss 1 or 2 you are aChamp! 3 or 4, very good; 5 or more, you've got alot to learn.

5-7-D I HI- USE I) M I NI)

DIRECTIONS: Read eachline aloudputting accentonevery word enclosed in a square. NOTE how the meaning of thesentence varies with the stress you put on different words--althoughthe same words are said every time. Often your vocal tones are notsaying the same thing your words are saying:

THE CLOSED-MIND ATTITUDE

I DON'T CARE WHAT YOU THINK!

DON'TCARE WHAT YOU THINK!

I DON'TCAREWHAT YOU THINK!

I DON'T CAREWHATYOU THINK!

I DON'T CARE WHATYOU-THNK!

I DON'T CARE WHAT YOUTHINK!

s7-A405 10 REASONS WE FAIL TO COMMUNICATE 1. PRE-JUDGEMENT-- This is the tendency to conclude ahead of time that, because of the way the speaker LOOKS or the way he STARTS, he really has nothing to say. //// 2. JUMP TO CONCLUSIONS,- / We have already decided the material is / too trivial, too difficult, or too something else and we turn off our listening and just sit there. 3. ASSUNE-- We assume that other people think, feel and speak the same way we do. 4. CLOSED MIND- - When one assumes the answer is already known or what the speaker is going to say, the mind is closed to effective listening. -- S. LACK OF ATTENTION- - Most people speak at a rate of about \ 125 words per minute while most of us listen or think between 500 and 1000 words a minute. We use the "spare time" to think of other things. 6. WISHFUL HEARING- We hear what we want to hear--interpret \ as it best fits our wants andneeds. 7. DIFFbRENT MEANINGS- - Words do not always have the same meanings to different people. (BASTE- to a cook, seamstress, welder.) 8. TALK TOO MUCH- - It is difficult to learn anything when you're doing all the talking. 9. LACK EMPATHY-- Cannot look at things from the other person's point of view. \ 10. FEAR-- The other guy may be right and we may be wrong. When this reason is preventing us from listening, we are usually guilty of looking for a mistake or a flaw that we can pick topieces and start an argument. DECISIONS, DECISIONS! G E V A U E N A

U w E V N L 0 N K B

E A X M N 0 B P S

F w R D E A M

V M 0 E N 0 U P P 00

w R R N D V 1. U S 0 R

X U 0 B L E M N N

C U R S a N M G B E A

w H A J H D z S H VC S

A S B J E C V E J N F D

N B K X GC N K H G E w

E L F C M 0 A N

S VwX 0 E N E R E S

1. A dilemma, or difficulty you want to solve, Is must then or measure them against the called a Defining this dilemma clearly Is goals you've set for yourself. the step in preparing to make a decision. 7. An aim or goal is also known as an You should know what your goals are before you 2. The best way to define the question Is to list all make a choice. your for needing to make a decision and 8. Another aspect of decision-making is selt- seeing if (and exactly what It is) you need to knowledge; you gain this by taking or decide. stock, of yourself and figuring out what you really 3. In order to arrive at this list, you should write want to do. down all your and considerations, and 9. You acquire self-knowledge (and get closer then. them. toward knowing your goals) by learning what is 4, You know your decision is a good one if gaffers most to you. the best to the difficulty you're attempting 10. Another way to discover your goals is tocon- to solve. sider your and S. One possible solution to your problem is knoWn 11. Another Important factor in determining your 'as an alternative; it can also be called a goals Is to consider your or an You should be aware of all your 12. Still another a rea to consider are your alternatives before attempting to make a bigor primary concerns. decision. 13. Blg decisions should not be decisions. 6. Once you've discovered your alternatives, you Don't the process!

s-9-A 407 pa. *iijr Of 1E -11 N... l'a)---- p '''alleg3 AN: lel...111

..... 11611111/ DECISIONS, DE,CVIASLIuO,NS

W E V T Z L P YN K B XM T Q 0 B P^ S I QD

I . Problem, l- /. Ob jec t ve

2. Heasonr, H.Inventory

S. Uuest10I1S,Evaluate 9.Important

4. Solution 10. Interests, Abilities

Choi ce, Opt ion 1 . Needs

/). Weigh 11. Want s

1 . Snap, Hush MANY, ,IAN AND I 1A1-2(11 D

IDENTIFYING INFLUENCES ON 3 CAREER CHOICES

Biography of Mary Naples

Mary is single, thirty two years old and teaches ina high school in Florida. She has worked for the school for 6 years, developing a program for the mentally retarded students. She feels very good about her work.

Mary was born in Italy but she and her crippled sistercame to America 7 years ago. Mary takes care of her sister butstill has sufficient time to bethesportswoman she is. Sheenjoys sailing,archery, hiking and other outdoor sports.

Biography of Jan Potter

Jan is twenty-five years old. Shewas divorced last year and seems to be adjusting to the situation fairly well. Because of the divorce, Jan, originally a nativeof theUnitedStates, movedto London, England to start a new life.

Jan works as a secretary and is often praised by herboss for her good work. Her responsibilities includetyping, filing, answering the phone, and preparing monthly reports.

Jan is the mother of two girls,ages three and five. She has enjoyed taking care of children since her babysitting daysin junior high; she gets a great amount of pleasure from them. She believes deeply that children need lots of parent attention. She spends her time working to support herself and the girls.

Biography of Harold Landry

Harold is in his fifties, married, and hasno children. Because they have no children, Harold and his wife havea very close relationship and have spent much time decorating their homeand yard to be an example of beautiful modern living.

Ten years ago Harold began hisown electrical business. His success is shown by several expansions of his business andhiring of more and more workers over the years.

When Harold was young, he learned the skill ofcarpehLry. He loves to make things with his hands. In his spare time he builds houses and is now on his second one in eight years. He has designed each house, buys the materials. and does most of the workhimself.

Harold serves on the City Planning Commission. He is an active member of the Presbyterian Church. To keep in shape, Harold jogs during his noon hour and when he wakes each morning. Each year he takes part in a local walk-a-thon for Cancer, jogging 25 miles toearn money for a cause he supports.

4Go 60 -P, r IDENTIFYING INFLUENCES ON THREE CAREER CHOICES Interests Values i' llities Aptitudes FriendsFamilyInfluences and/or of Experiences FinancialSituation NaplesMary JanPotter HaroldLandry o-. IM0 1 MOST1. COMMON MISTAKES IN CHOOSING AN OCCUPATION:Making choice on popular appeal or glamour. 6. Failing to consider opportunities for employment. 3.2. Making choicechoices on on incomplete salary paid information. or social prestige. 7.8. Failing to recognizeconsider previousown abilities, work experience. interests, or health. 4.S. TryingInability to please to chooseor satisfy between parent two orunrelated close family occupations. friend. 40 9.10. Failing to examine a wide variety ofFailing occupations. to consider cost of training or education. 411 WORK RATING SCALE

10PNOICH A FACE BETTER WORK IN 1HE CROWD ON THAI Initiative P

Self Control

Awareness of proper dress and job behavior

Desire to learn

Willingness to accept supervision Ability to work without supervision

Ability to accept criticism

Stick-to-itiveness

Promptness

Dependability

Ambition and drive

Curiosity

Ability to make decisions

Leadership

Ability to subordinate immediate goals for more important future goals

Cheerfulness

61 41 2 FOUR YEAR PLAN SUBJECTEnglish 9th 10th 11th 12th Y8ERT"' 4 4.0 0C) Math 2 3.0 forAlg.flr1p, 4-vr Science r A , StudiesSocial I _DASA_Bimisay_DAA_Blilsry Contemp. IssuesIssus 3.0 Ed.Physical I 2.0 LanguageForeignFine & Performing---VocationalArts -_ -r INN Electives 4 1 FOTAL AMA Foreign Lang.,*English, Art, Math, Music, Science, Drama Social Studies, 41 OCCUPATIONAL TRAINING

THE RETURN ON YOUR INVESTMENT

1. What are the things people most often invest their money in? List as many as you can think of:

2. A good return on an investment is 10% a year after taxes. At this rate, your money doubles about six times in fifty years. If you invested $2,000 in one of the things listed above, and made 10%, how much would it be worth in fifty years?

3. Without any training beyond a high school diploma, most people can expect to make about $5.00 an hour. If you made $5.00_an hour working fulltime for fifty years what would be your lifetime earnings? (Hint multiply $5.00 an hour times forty hours per week times fifty weeks per year times fifty years).

4. If you invested that same $2,000 in skill training that then lets you earn $_10.00 an hour, what would be your lifetime earnings? ($10.00 per hour times forty hours per week times fifty weeks per year times fifty years).

5. How much more would your lifetime earnings be at $10.00 per hour than at $5.00 per hour? (Subtract #3 from #4).

6. The answer to question #5 is the return on your $2,000 invested in skill training. How does it compare with the answer to #2, which is the return you would get on most other kinds of investments? 3 41'3 the Tumble Ea thebumble bee, accordins to aeronautical science,tan'tfIB. tile mho if his wintisyan tothe tize, oliis bo4 makes flBin5 totc4impossible. the bumble bee, who is iFtorarri e suchkchniccil rrictifas, ,o.4:.5 onjiBin.san,blig5.the 5o.ol didn't know itcouldn't 4 done, 50he used ohead and aid it.

6y THEN AND NOW

Draw a line from the ways people used to do things to the technological developments in use today.

Washed clothes in stream Teachers, televisions, computers

Cooked over fire Missiles, planes, bombs Walked or rode horses Man-made fabrics Lived in caves Washing Machine Communicated by smoke signal Manufactured toys

Wrote with charred sticks Stove/microwave Fought with rocks, sticks Automobile/aircraft

Wore animal skins Pens, pencil's, crayons

Learned from relatives Satellites/telephones Played with rocks, sticks Wooden/brick/cement homes

TECHNOLOGICAL DEVELOPMENT

5 WAYS IT HAS AFFECTED US

10 CAREERS IT HAS CHANGED OR COULD CHANGE FE E LING- L.055

THE OBVIOUS LOSSES

Death Divorce Moving

THE NOT-SO-OBVIOUS LOSSES

Alcoholism Changing Teachers Drugs Changing Schools Rape Loss of Opportunity Abortion Loss of Friendship Family Economic Change Loss of the Future Marital Stress Robbery Adolescence Lost Job Loss of Youth Lost Organs (eyes, hysterectomy, Loss of Beauty diabetes) Illness (lost health LostLimbs Leaving School (graduate, drop-out) Lossof Goal Loss due to Natural Elements Lossof Success (tornado, fire) Lossof Status

"Killer Statements" (loss of self- Death of a Pet esteem) Lost communication Anticipatory grief

MINI LOSSES

(Cummulative Everyday Losses)

Cancelled Baseball Game Lost Pencil Speeding Ticket Lost Lunch Money Lost Homework Dent in the Car Lower Grade than anticipated Flat Tire Conference Cancellation No Parking Space Loss of Recess Classroom Disruption Loss of Clothing Unexpected interruption in Pimples Daily Planning Menstruation Missed bus Broken Promises 41 66 Me An An Individual

Name

Things I Am Really Things I Like To Do Things I Don't Like To Do Good At Doing Me As A Family Member

My Needs What I Would Like To Have

4 e

67-8 Me As A Learner

Name

Things I Like To Learn The Way I Learn Best Is Me As a Consumer

Name

Transportation I buy Recreation I buy Goods I buy Services I buy

C7-D Me As A Producer

Name

Occupation "-TTOFT1T5T-

Duties:

Name of the place I work

Me As A Citizen

Name

Duties I do as a Citizen:

S. 42,3 67-E FEMALE/MALE JOB CHECKLIST

JOB M JOB

construction worker I plumber flight attendant librarian social worker recreation director secretary bank teller elementary teacher dietician hair stylist nurse aide model security guard elderly person's cab driver companion day care center store clerk worker veterinarian police officer physical ed. teacher bookkeeper short order cook custodian photographer cocktail server nurse lawyer dental assistant gardener artist radio announcer news reporter forest ranger telephone operator homemaker physical therapist postal worker scientist accountant babysitter musician newspaper editor English teacher hotel/motel occupational housekeeper therapist cashier farmer auto mechanic truck driver home ec. teacher landscaper factory worker bartender gas station attendant tailor pilot carpenter professional athlete dairy producer meat/grain inspector medical doctor computer programmer architect

14 ;

68 SELF-KNOWLEDGE WORKSHEET

Name: Date: HOBBIES AND INTERESTS:

One of my hobbies or interests:

What kind of actual duties doyou do in this interest?

What career might this interest developinto?

ABILITIES:

Something that I can do really well is:

I learned this ability by:

Three careers that make use of this abilityare:

FAMILY OR FRIENDS:

A person who has a great influenceon me is:

The kind of individual thisperson wants me to be is:

The kind of individual I want to be is:

A career that would allow me to be the individualI want to be is:

BELIEFS:

One of the beliefs that I value is:

Because of this belief I would never choose thecareer of:

The career of would not interfere with this belief.

APTITUDE:

A school subject thatI am good at is:

69 -A Three careers that need this background are:

PERSONAL !.'XPPTENCES:

An experience that I have had that has influenced me positively is:

An experience thatI have had that has influenced me negatively is:

Because of these experiences I know I would not want a career as:

Because of these experiences I might consider a career as:

FINANCIAL SITUATION:

Check one:

I will need to support myself immediately after high school.

I will have sufficient money to further my education

I want to go immediately to work after high school.

Considering my financial situation, two careers of interest to me are: A RELAXATION TRAINING SCRIPT

Introduction

Today we're going to do some special kinds of exercises called "relaxation exercises." These exercises help you learn how to relax when you're feeling uptight and help you get rid of those "butterflies in your stomach" kinds of feelings. They're also kind of neat because you can a, some of them in the classroom without anybody noticing.

In order for you to get the best feelings from these exercises, there are some rales you must follow. First, you must do exactly what I say, even if it seems kind of silly. Second, you must try hard to do what I say. Third, you must pay attention to your,body. Throughout these exercises, pay attention to how your muscles feel when theyare tight and when they are loose and relaxed. And, fourth, you must practice. The more you practice, the more relaxed you can get. Does anyone have any questions?

Are you ready to begin? Okay. First, get as comfortable as you can in your chair. Sit back, get both feet.on the floor, and just let your arms hang loose. That's fine. Now close your eyes and don't open them until I say to. Remember to follow my instructions very carefully, try hard, and pay attention toyour body. Here we go.

Hands and Arms

Pretend you have a whole lemon in your left hand. Now squeeze it hard. Try to squeeze all the juice out. Feel the tightness in your hand and arm as you squeeze. Now drop the lemon. Notice how your muscles feel when they are relaxed. Take another lemon and squeeze it. Try to squeeze this one harder than you did the first one. That's right. Real hard. Now drop your lemon and relax. See how much better your left hand and arm feel when they are relaxed. Once again, take a lemon in your left hand and squeeze all juiceuice out. Don't leave a single drop. Squeeze hard. Good. Now relax and let the lemon fall from your hand. (Repeat the process for the right hand and arm.)

Arms and Shoulders

Pretend you are a furry, lazy cat. You want to stretch. Stretch your arms out in front of you. Raise them up high over your head. Way back. Feel the pull in your shoulders. Stretch higher. Now just let your arms drop back to your side. Okay, kittens, let's stretch again. Stretch your arms out in front of you. Raise them over your head. Pull them back, way back. Pull hard. Now let them drop quickly. Good. Notice how your shoulders feel more relaxed. This time let's have a great big stretch. Try to touch the-ceiling. Stretch your arms way out in front of you. Raise them way up high over your head. Push them way, way back. Notice the tension and pull in your arms and shoulders. Hold tight, now. Great. Let them drop very quickly and feel how good it is to be relaxed. It feels good and warm and lazy.

Shoulder and Neck

Now pretend you are a turtle. You're sitting out on a rock by a nice, peaceful pond, just relaxing in the warm sun. It feels nice and warm and safe here. Oh-oh! You sense danger. Pull your head into your house. Try to pull your shoulders up to your ears and push your head down into your shoulders. Hold in tight. It isn't easy to be a turtle in a shell. Tne danger is past now. You can come out into the warm sunshine, and, once again, you can relax and feel the warm sunshine. Watch out now! More danger., Hurry, pull your head back into your house and hold it tight. You have to be closed in tight to protect yourself. Okay, you can relax now. Bring your head out and let your shoulders relax. Notice how much better it feels to be relaxed than to be all tight. Once more time, now Danger! Pull your head in. Push your shoulders way up to your ears and hold tight. Don't let even a tiny piece of your head show outsideyour shell. Hold it. Feel the tenseness in your neck and shoulders.Okay. You can come out now. It's safe again. Relax and feel comfortable in your safety. There's no more danger. Nothing to worry about thing to be afraid of. You feel good.

Jaw

You have a giant jawbreaker bubble gum inyour mouth. It's very hard to chew. Bite down on it. Hard! Let your neck muscles help you. Now relax. Just let your jaw hang loose. Notice how good it feels just to letyour jaw drop. Okay, let's tackle that jawbreaker again now. Bite down. Hard! Try to squeeze it out between your teeth. That's good. You're really tearing that gum up. Now relax again. Just let your jaw drop off your face. It feels so good just to let go and not have to fight thatbubble gum. Okay, one more time. We're really going to tear it up this time. Bite down. Hard as you can. Harder. Oh, you're really working hard. Good. Now relax. Try to relax your whole body. You've beaten the bubble gum. Let yourself go as loose as you can.

41 2 '7 Face and Nose

Here comes a pesky old fly. He has landed on your nose. Try to get him off without using your hands. That's right, wrinkle up your nose. Make as many wrinkles in your nose as you car. Scrunch your nose up hard. Good. You've chased him away. Now you can relax your nose. Oops, here he comes back again. Right back in the middle of your nose again. Shoo him off. Wrinkle it up hard. Hold it just as tight as you can. Okay, he flew away. You can relax your face. Notice that when you scrunch up your nose that your cheeks and your mouth and your forehead and your eyes all help you, and they get tight, too. So when you relax your nose, your whole face relaxes too, and that feels good. Oh-oh. This time that old fly has come back, but this time he's on your forehead. Make lots of wrinkles. Try to catch him between ail those wrinkles. Hold it tight, now. Okay, you can let go. He's gone for good. Now you can just relax. Let your face go smooth, no wrinkles anywhere. Your face feels nice and smooth and relaxed.

Stomach

Hey! Here comes a cute baby elephant. But he's not watching where he's going. He doesn't see you lying there in the grass, and he's about to step on your stomach. Don't move. You don't have time to get out of the way. Just get ready for him. Make your stomach very hard. Tighten up your stomach muscles real tight. Hold it. It looks like he is going the other way. You can relax now. Let your stomach go soft. Let it be as relaxed as you can. That feels so much better. Oops, he's coming this way again. Get ready. Tighten up your stomach. Real hard. If he steps on you when your stomach isi hard, it won't hurt. Make your stomach into a rock. Okay, he's moving away again. You can relax now. Kind of settle down, get comfortable, and relax. Notice the difference between a tight stomach and a relaxed one. That's how we want it to feel--nice and loose and relaxed. You won't believe this, but this time he's really coming your way and not turning around. He's stepped over you. Now he's gone for good. You can relax completely. You're safe. Everything is okay, and you can feel nice and relaxed.

This time imagine that you want to squeeze through a narrow fence and the boards have splinters on them. You'll have to make yourself very skinny if you're going to make it through. Suck your stomach in. Try to squeeze it up against your backbone. Try to be as skinny as you can. You've got to get through. Now relax. You don't have to be skinny now. Just relax and feel your stomach being warm and loose. Okay, let's try to get through that fence now. Squeeze up your stomach. Make it touc).. your backbone. Get it real small and tight. Get as skinny as you can. Hold tight, oow. You've got to squeeze through. You got through that skinny little fence and no splinters. You can relax now. Settle back and let your stomach come back out where it belongs. You can feel really good now. You've done fine.

Legs and Feet

Now pretend that you are standing barefoot in a big, fat mud puddle. Squish your toes down deep into the mud. Try to get your feet down to the bottom of the mud puddle. You'll probably need your legs to help you push. Push down, spread our toes apart, and feel the mud squish up between your toes.Now step out of the mud puddle. Relax your feet. Let your toes go loose and feel how nice that is. It feels good to be relaxed. Back into the mud puddle. Squish your toes down. Let your leg muscles help push your feet down. Push your feet. Hard. Try to squeeze that mud puddle dry. Okay. Come back out now. Relax your feet, relax your legs, relax your toes. It feels so goo'.' to be relaxed. No tenseness anywhere. You feel kind of warm and tingly.

Conclusion

Stay as relaxed as you can. Let your whole body go limp and feel all your muscles relax. In a few minutes I will ask you to open your eyes, and that will be the end of this session. As you go through the day, remember how good it feels to be relaxed. Sometimes you have to make yourself tighter before you can be relaxed,just as we did in these exercises.

Practice these exercises every day to get more and more relaxed. A good time to practice is at night, after you have gone to bed and the lights are out and you won't be disturbed. It will help you get to sleep. Then, when you are a really good Lelaxer, you can help yourself relax here at school. Just remember the elephant, or the jaw breaker, or the mud puddle, and you can do our exercises and nobody will know. Today is a good day, and you are ready to go back to class feeling very relaxed. You've worked hard in here, and it feels good to work hard. Very slowly, now, open your eyes and wiggle your muscles around a little. Very good. You've done a good job. You're going to be a super relaxer. TIME PRIORITIES

1. THINGS I MUST DO: 2. THINGS I WANT TO DO: As a Family Member

Asa Student

As a Worker

As a Friend

As a Member of an Organization

For Myself

420 7/ DO WITHOUT LIST

If you were to go to a rural community which is isolated, including no roads, which of the following things would you be most able to do without? List the things in rank-order of your ability to do without.

Automobile Your own home furnishings and home Telephone Television Shopping Center Recreational Facilities Beauty/Barber Shop Concerts/Plays Churches/Clubs Hospitals/Doctors/Dentist Visits With Relatives Liquor Stores/Bars Library/Book Shops Social relationships with special friends

Now rank the following items which you would find most frustrating.

Not getting mail every day Doing without fresh produce, eggs, bakery products Living next door to the boss Having the water freeze/or contaminated Getting the newspapers several days late Waiting and waiting and waiting for meetings to start which are scheduled on relaxed country time Doing without electricity for several days Not being able to spend much time outdoors for a week or more because of extreme weather Being sick and receiving attention from a medical aide instead of a physician Not understanding people who are speaking another language around you Having to use a bucket when the plumbing doesn't work/or no plumb. ng Having to feed and house strangers who arrive unexpectedly Not being able to escape from the people you work with at the end of the day or week ME IN SCHOOL

SCHOOL SUBJECT MOST GRADE REASONS FOR RECENT I COULD NOT REACHING GRADE ACHIEVE MY POTENTIAL

PLAN OF ACTION WHAT I COULD DO TO INCREASE MY EDUCATIONAL SKILLS:

WHO COULD HELP ME:

WHERE I COULD GET HELP:

WHEN I CAN START THIS PROCESS: THINGS I LIKE TODO

List activities you enjoy. Then put a checkmark in the columns to show if it is a leisure, family or career growth activities.

ACTIVITY LEISURE FAMILY CAREER GROWTH

,2 BLIND, SPEECHLESS AND PARALYZED

To all No. l's: Your goal is to find your speechless 2. You mayask your paralyzed 3 to help you find your 2. There maybe other 3's or 2's willing to guide you as well. When you bump into someone, ask, "Are you my2?" They will say no if they are a 1 or a 3. To get an answer from a2, put your hands on either side of their face.Ask again, "Are you my 2?" If they nod side to side, the answer is no. If they nod upand down, you have found your 2! Announce to the group leader(teacher), "I have reached my goal!" Do not remove theblindfold until the game is over.

Keep all these instructions secret!

To all No. 2's Your goal is to have all blind l's but yoursshake hands with your paralyzed 3. You may not speak, of course,but you may communicate in other ways. You may lead l's to your3, and take their hands and join them, but you may not force anyoneto go anywhere or do anything. If you get all l's but yoursto shake hands with your 3, announce to the group leader(teacher), "I have reached my goal!" If a 1 asks, "Are you my 2?", you must shake yourhead side to side for no or up and down for yes. You must allowthe 1 to place hands on your face in order to feel your answer.

Keep all these instructions secret!

To all No. 3's Your goal is to keep your blind 1 and speechless2 apart. You may say anything to either one thatwill keep them apart. You may not use your arms or legs in any way. If anyonepicks up your arm or hand, you must allow them todo so. You may talk to anyone in the room and use anyverbal strategy you want to in order to accomplish yourgoal.

Keep all these instructions secret!

40747)-2 Lee 4)/./;A 433 MY SKILL RECORD

LEVEL OF MASTERY SKILL OBSERVED PRACTICED ACQUIRED (saw it) (tried it) (know it!) .111 111111111111

7C REASONS WHY PEOPLE WORK

Livelihood People work to provide themselves and their families with the basic essentials of life--food, clothing and shelter. Once these basic essentials are met, other needs and wants become important.

Human Relationships People basically like companionship. People seek companionship with persons who have interests similar to their own. Working is a means of associating with people who have similar interests. Being part of a group gives people a feeling of belonging. Your work can provide companionship and associations with other persons.

Personal Development A, person's work can provide an opportunity to learn and grow intellectually and socially. It is a means of attaining new goals in life by developing new skills and learning new things. Work allows people to reach their fullest potential. Your work can help you grow and reach your potential.

Job Satisfaction Since most of your adult waking life will be spent working, it is important to choose an occupation that will bring job satisfaction. You, as well as your family, will be happier if the occupation you choose is satisfying.

Service Service may be defined as the things which a person does which are beneficial or useful to others. People like to make quality products, provide useful services and, in general, make a contribution to society. In addition, people like to feel that the work they do is important and of value to others. Your work can be a service to others.

Security People look for security in their occupations. We need to know that when tomorrow comes, there will be work for us so that money may be earned. People want stability in their lives in order to make realistic and effective plans for the future. Your work can provide you with this security.

Success All ambitious young people are interested in securing a beginning job that offers an opportunity for advancement. Employers are interested in employing persons who like a challenge and who want to be successful in life. Your work can give you success.

Happiness Last, but not least, is happiness with one's work. Thomas Edison, the great inventor, was once encouraged by his wife to take a vacation. He responded by stating that he "couldn't think of anything he would rather do than work in his laboratory." Most people who choose their occupations wisely, thoroughly enjoy their work. This contributes to their overall happiness.

4 3 3 77 ATTITUDES TOWARD SEX ROLES

Directions: Listed below are 15 common ideas about women's rolesin relationship to men. There are no right or wrong answersonly personal opinions. Respond to every item by putting a check mark in the appropriate space.

Key: 1 = VSA = Very Strongly Agree 2 = SA= Strongly Agree 3 = A = Agree 4 = SD = Strongly Disagree 5 = VSD = Very Strongly Disagree

VSASA I A D SD VSD

1. Men and women should share the responsibilities and privileges of life equally.

2. Women should express their opinions honestly, even if this is in disagreement with a man.

3. Men and women should be paid equal wages if they are doing the same work.

4. Women can think as logically as men.

5. In a business setting, the woman who acts seductively is not behaving appropriately.

6. It is possible for women to combine home and career and to do both successfully.

7. Women who work outside the home tend to be more interesting people than those who do not.

8. Women should follow any vocation they wish( even if this violates tradition.

9. Women can work in any vocation without appearing masculine.

10. Men are willing to work for women as long as they are competent.

11. There is no genetic difference between the sexes in intellectual ability.

12. Married women should be able to have both male and female friends.

13. A college education is equally important for males and females.

14. It is just as important for women to be intellectually capable as it is for men.

15. It would be appropriate for a woman to be president of the United States is she were qualified. TOTAL

7i FINDING EMPLOYMENT

I. What kind of job are you looking for?

A. One that will maximize earnings. If earnings are your priority, work involving heavy physical labor or difficult work conditions usually pay best: construction companies, automotive plants, other large plants or mills (Ex. bakeries), state highway department, etc.

B. One that will combine earnings with relevant experience.

C. One in which earnings are not very important but which will provide the most relevant experience in the field you want to explore.

- Consider volunteer occupations instead of paid employment or in addition to it. Volunteering will often allow you to work at a level of responsibility for which you would not be hired.

Consider also courses in business skills, computer skills, or in a specific field related to your interests. One summer of special training can open many doors for future part-time or summer employment.

II. How can you find or create possible openings?

A. Yellow Pages: it is very useful for finding out whether certain types of services or occupations exist in your community, the approximate size of the company, the address and telephone number, and sometimes the name of the person to contact. Yellow Pages groups together all related businesses, therefore simplifying looking for a specific field or type of work.

B. Everyone You Know: include friends, relatives, neighbors, etc. It pays to be bold. However, be as businesslike with them as with personnel people. They are, after all, prospective employers.

C. Newspapers, directories, local employment agencies: Thee sources list job openings but most jobs open to teenagers often are not listed.

D. Large hospitals, colleges, and universities, etc.: These institutions have special bulletin boards for openings. Find out where they are and check them regularly.

E. Shopping centers and shopping malls: Spend a day making inquiries at each place of business.

F. Large professional buildings: CheCk the bulletin boards rot the types of business availabilities.

G. Classified Ads: Place ads in local newspapers about services you can provide or the type of work you desire.

H. Design and organize a service: Advettiseinformally in your neighborhood. Use church or supermarket bulletin boards.

III. Whom should you approach?

A. Identify the manager, director, or person in charge.

B. Ask for a specific job or position or inquire about a specific area or office ("I am interested in a position in your business office?").

C. Send letter of application and resume.

P. Try to speak Lc the person in charge. Remember, the secretary cannot hire you

IV. How do you follow up?

A. Contact the same person whom you dealt with initially.

B. Keep calling. Show interest and persistence. Calling once a week is not to often unless told otherwise.

C. Be prepared to go back when asked. It is important to be readily available for follow-up interviews. 79-A 4 3 V. What about your appearance and behavior? itself requires jeans, wait A. bress appropriately for theinterview. Even if the job until you've been hired.

B. Be prompt. Demonstrate byyour behavior that you w!11be a responsible worker. even if it is a friend or C. Treat the interviewer withthoughtfulness and respect relative you have known a 1ong time.

VI. What are some sources of jobs?

A. Parks I. Shopping malls B. Amusement parks J. Country clubs C. Camps K. Political organizations D. Recreation centers L. State and local govt. E. Fast food operations institutions F. Sales M. Lawn Mowing Service G. Hospitals N. Day Care Centers H. Friends and Relatives 0. Construction

VII. What are some services you can provide?

A. Babysitting

B. House, pet or plantsitting C. Lawn and garden care D. Window washing E. Housecleaning

QUESTIONS

1. How many hours are you willing to work?

2. What hours are you willing to work?

3. What days are you willing to work? allergies, lifting weight, 4. Are there any medical restrictions on your work such as etc.?

5. Do you have transportation to and from the job? need to be free for? 6. Are there any family vacations or special camps that you this job? 7. What experience do you have in work or activities similar to

8. Do you know anyone who has worked in a job likethis?

9. Do you have any special skills? a keyboard class, experiences with a computer

10. Do you have a drivers license?

11. Do you have a car that you are willing to use in yourwork?

12. Do you have a Social Security number? Do you have it with you?

13. How much money do you want to earn?

14. What do you plan to do with the money? what is your savings plan? 15. If your plans include saving money for a sp,,:cial purchase, its effect on family 16. Are there special family concerns about money you earn ano income? ular activities? 17. What effects will your work have on grades and extra- curri

18. Does the work require any special clothing? If it does, who supplies these clothes?

19. Do you want sumer employment that leads to a pact-time or full-time job?

20. When thinking about special purchases, what are thehidden costs? -Cars require - license, insurance, gas, maintenance,such asnew tires, tune-ups. -Tape players require tapes to play. -Etc. 7?-8 HOW TO CRITICIZE

1. IT'S THE ACTION, NOT THE ACTOR This is a basic rule of parenting. "You're a bad boy." "Hitting your sister is not allowed."

Criticizing the individual can damage self-esteem andcause resentment. Criticizing the action allows the person to think, "I may have done something bad, but I'm still a good person." 2. USE "I STATEMENTS." Start with the word "I" instead of the word "you":

"You shouldn't have told Jamie that secret I told you." "I'm upset that you told Jamie the secret I told you." "You statements" sound like accusations, like you think you're better than the other person. "I statements" are expressions of opinions and feelings. 3. BE SPECIFIC Use examples full of facts. "You're a poor sport." "I don't agree with the way you went'in the corner and refused to talk to anyone after we lost last night's game." Generalizations leave the person with lots of room to respond: "I am not a bad sport!" But the second statement above is really just facts: "You went in the corner", "you refused to talk to anyone." It's hard to refute! 4. PICK YOUR TIME AND PLACE "Compliment in public, criticize in private." "Only calm people can listen."

Being criticized can be embarassing the person probably is more concerned with who's listening than with what's being said. And pick your time, too. Not when theperson is busy or angry or tired or hungry. 5. BE IN A POSITION TO CRITICIZE Have a relationship with the person you are criticizing. Criticizing strangers seldom works becausewe seldom listen to people we don't already respect. And make sureyou are not doing the same activity yourself. It's hard to say, "I think you're -inking too much," if you're drinking, too! 6. HAVE A GOAL IN MIND Criticism should be a call to action, to do something. "You smoke too much." "I'd like to help you find out how to quit smoking."

So-A 4 33 10 STEPS TO HANDLING CRITICISM

1. REMAIN CALM! The easiest thing to do is get upset. Instead, have an open mind. This person might have something to say! 2. DON'T TAKE IT PERSONALLY Keep your self-confidence. It's something you did that's being criticized, not something ye- are.

3. LISTEN! Often we use the time someone else is talking to figure out what our response is going to be! Instead, give your full attention to what is being said.

4. MAKE SURE YOU UNDERSTAND In your own words, repeat back what the person has said to you. Ask questions. Make sure you've got it right. 5. ASK FOR TIME TO THINK ABOUT IT Don't respond right away unless you're forced to. Tell the person you need time to take this '1 in. 6. COMPARE WHAT'S BEING SAID WITH WHAT YOU KNOW ABOUT YOURSELF Sit down in a quiet place and think about what the person said. Is it factually correct? Could it be true? Why am I feeling so upset about this? Sometimes the truth hurts! 7. SHARE THE CRITICISM WITH SOMEONE WHO KNOWS YOU WELL, AND ASK WHAT THEY THINK. That's what friends are for. Go to someone you really trust and share the criticism with them.(But you don't have to say who the criticizer was.) Ask for your friend's honest opinion. 8. DECIDE WHETHER YOU AGREE WITH THE CRITICISM. This is up to you and nobody else. All of us can improve; maybe the person has a point! But don't beat yourself up, either. Maybe they don't have a point! 9. DECIDE WHAT ACTION YOU'RE GOING TO TAKE IN REGARD TO YOURSELF. If you agree with the criticism, what should you do? What might you change? Think in terms of action.

10. RESPOND TO THE CRITICIZER. This is sometimes the hardest of all. Figure out what you're going to say, then say it. Tell the criticizer what steps you've gone through, what you decided, and what you're going to do now. And make sure you use step 1 -- Stay calm!

SD-6 4 ;I) JOB TRAINING AFTER HIGH SCHOOL

ON-THE-JOB Go to work for a company or business which will train you as you work on the job.

APPRENTICESHIP 3 4 year training program where you earn money while you learnowcridmz on the job. Receive a license at end of training. Learn a life-long trade...electricians, bricklayers, jewelers, etc.

MILITARY Training is available for many jobs. Receive pay, room & board, and benefits. High school graduation required.

PRIVATE TRADE SCHOOL Short-term training (1 month - 1 year) but usually cost a lot. They include modeling, business, flight, mechanic school, etc. Usually no special entrance requirements.

VOC-TECH SCHOOL 1 - 2 year skill training for specific jobs. Low cost. Usually no entrance requirements.

COMMUNITY COLLEGE Two year college. Offer a 2 year "degree", vocational training or transfer to a 4 year college. No special requirements except be a high school grad or 18 years old.

4 YEAR COLLEGE Required for about 20% of occupations in U.S. Entrance requirements based on high school grades and college test scores.

SPECIAL PROGRAMS JOB CORPS - 1-2 year job training. Free, room & board, plus monthly salary while receiving training. JTPA - Free job training for low-income students. WHICH FITS YOU BEST?

Si --A POST-HIGH SCHOOL TRAINING COMPARISONS

METHOD TIME COST DEPTH OF FLFXIBILITY SPENT TRAINING OF TRAINING

High School

Public Vocational

Private Vocational

Community College

Public Colleges

Private Colleges

Apprenticeships

Military

Job Corps

Job Training Act Programs

Special Local Training Programs SKILLS CHECKLIST Ability to Learn

Analyzing

Arithmetic

Art

Biology

Building things Caring for animals

Chemistry

Coaching

Compromising

Computers

Cooking

Cooperating

Counseling

Craftwork

Creative Thinking

Dancing

Debating

Designing

Drawing

Driving

Editing

Entertaining

Evaluating

Explaining

Eye-hand coordination 43 72-A Figuring things out

Filing Finding mistakes

Finger dexterity

Fixing things

Flexibility Following directions

Foreign languages

Gardening Getting along

Boal-Setting Handling emergencies Handling stress Helping others

HiStory

Imagining

Improvising Installing something

Interviewing

Inventing

Judging Keeping records

Leadership

Listening

Making things Managing people '1 Managing money P- 8 Manual dexterity

Math (algebra & up)

Motivating others

Music

Negotiating

Observing

Open-minded

Organizing

Performing

Persuading

Physics

Planning

Problem-Solving Proofreading

Putting things together

Quality work

Reading

Reliability

Remembering

Researching

Responding to others

Risk-taking

Scheduling

Self-Esteem

Selling

Sewing

Sharing Sorting

Sports Starting tasks alone

Sticking to a task

Studying

Supervising Taking charge

Teaching

Teamwork

Thinking Tools, machines

Traveling

Trouble-shooting

Typing Understanding others

Working hard

Writing SCHOOL COURSES

Agriculture Music Agricultural Management Instrumental Music ___Vocal Music ___Agricultural Mechanics Agricultural Production (Farming) Office Procedures Animal Science or Husbandry Bookkeeping Forestry Data Processing Horticulture ___General Clerical Training Landscaping ___Office Machines Art Office Practices Commercial Art Stenography Drawing ____Typing ___Interior Decorating Physical Education Painting Physical Education ___Sculpture Science Business Administration and Finance ___Biology __Accounting ____Chemistry Business Administration Earth or Space Science Business Finance ___General Science Business Law Physics Business Math Physiology __Economics Zoology Distributive Education Shop and Crafts ___Marketing or Merchandising ____Auto Body Repair ___Sales Auto Mechanics Driver Education Blueprint Reading Carpentry or Woodworking ___Driver Education ___ Electricity Health Graphic Arts First Aid Heating, Air Conditioning, and Refrigeration Health Education Machine Shop Medical or Dental Technology Metalworking Nursing Care Photography Home Econoics Plumbing Child Care Print Shop Clothing and Textiles Radio and TV Repair Cosmetology (Beauty Care) ___Shop Math Fashion Design ___Small Appliance Repair Small Engine Repair ___Food Management Food Preparation (Cooking, Baking) Upholstering Food Se.vices Welding Hand Sewing and Tailoring Social Studies Home or Institutional Management .._Geography Machine Sewing Government or Political Science Language Arts history Communications __Psychology English Language Skills Sociolog. __.Foreign Languages Technical Studies Journalism _ _Drafting Literature Electronics _Speech Mechanical Drawing Surveying Mathematics _ Advan._cd Math ox ( alculus Theatre Arts __.Algebra __Dance ..Arithmetic or Bai. Math Drama _ ._Computer Programming Stage Craft Geometry ._._Statistics _Trigonometry 4 4 WORKPLACE BASICS: A CHECKLIST Learning to Learn 3 R's (Reading Writing, Computation) 04 Communication: Listening & Oral Communication Creative Thinking/Problem Solving Self-Esteem/Goal Setting - Motivation!Personal & Career Development Interpersonal/Negotiation/Teamwork Organizational Effectiveness/Leadership 443 4 4 a 41) APPLICATION FOR EMPLOYMENT

PERSONAL INFORMATION SOCIAL SECURITY DATE NUMBER

NAME LAST FIRST MIDDLE

PRESENT ADDRESS STREET CITY STATE ZIP CODE

PERMANENT ADDRESS STREET CITY STATE ZIP CODE

PHONE NO. IF RELATED TO ANYONE IN OUR EMPLOY REFERRED (OMIT NAME OF SPOUSE) BY

EMPLOYMENT DESIRED

DATE YOU SALARY POSITION CAN START DESIRED

IF SO MAY WE INQUIRE ARE YOU EMPLOYED NOW? OF YOUR PRESENT EMPLOYER

a EVER APPLIED TO THIS COMPANY BEFORE? WHERE WHEN

The Age Discrimination in Employment Act of 1967 prohibits discrimination on the basis of age with respect to individuals who are 40 years of age or older.

DID YOU EDUCATION NAME AND LOCATION OF SCHOOL GRADUATE? SUBJECTS STUDIED

GRAMMAR SCHOOL

HIGH SCHOOL

COLLEGE

TRADE BUSINESS OR CORRESPONDENCE SCHOOL

SUBJECTS OF SPECIAL STUDY OR RESEARCH WORK

WHAT FOREIGN LANGUAGES DO YOU SPEAK FLUENTLY? RF AD WRITE

ACTIVITIES CIVIC, ATHLETv:. ETC lExCi UDE ORGANIZATIONS THE NAB E L.R C NARA( TER (II v,Icti INDICAUS THE RACE CREED. Six MAR 'AL STATUS AGF COLOR OR NATIONAL ORIGINOF ITS FAFARLR,,, 450

(CONTINUED ON OTHER SIDE) RED4FORM 9G 285 Olt VISE()) 2 83 APPLICATION I OH F NIPLOYMENT 8,c-A FORMER EMPLOYERS (LIST BELOW LAST FOUR EMPLOYERS, STARTING WITH LAST ONE FIRST.)

DATE POSIT ION REASON FOR LEAVING MONTH AND YEAR NAME AND ADDRESS OF EMPLOYER SALARY

FROM

REFERENCES: GIVE BELOW THE NAMES OF THREE PERSONS NOT RELATED TO YOU, WHOM YOU HAVE KNOWN AT LEAST ONE YEAR.

YEARS NAME ADDRESS BUSINESS

IN CASE OF EMERGENCY NOTIFY NAME

ADDRESS PHONE NO.

I AUTHORIZE INVESTIGATION OF ALL STATEMENTS CONTAINED IN THIS APPLICATION. I UNDERSTAND THAT MISREPRESENTATION OR OMISSION OF FACTS CALLED FOR IS CAUSE FOR DISMISSAL. FURTHER, I UNDERSTAND AND AGREE THAT MY EMPLOYMENT IS FOR NO DEFINITE PERIOD AND MAY, REGARDLESS OF THE DATE OF PAYMENT OF MY WAGES AND SALARY, BE TERMINATED AT ANY TIME WITHOUT ANY PREVIOUS NOTICE

DATE SIGNATURE

DO NOT WRITE BELOW THIS LINE

INTERVIEWED BY DATE

REMARKS:

NEAT NESS

ABIt TTY

SALAH1 HIHE J FOR DEPT POSITION WILL REPORT WAGES

APPPOVED 1 3 EMPLJTMENT MANAGER DEPT NEAR fiENERAL MANAGER CAREER rerexar 4RE6 WHAT'S YOUR CIA CODE? You can find your favorite Career Interest Area (CIA Code) by doing this exercise. For each of the 66 items, choose which activityyou would rather do. It doesn't matter if you love them both or hate them both-- you still have to pick the one you would rather do, and circle it. Good hunting! WOULD YOU RATHER:

1. A. Write a book. B. Study the weather.

2. C. Work on a farm. D. Fight fires.

3. E. Measure and grade logs. F. Teach someone to run a machine.

4. G. Use computer programs in an office. H. Help people figure out where to go on vacation.

5. I. Cut and style hair. J. Help someone just out of prison find a job.

6. K. Write a computer program. L. Teach sports at a "Y" or fitness center.

7. C. Be in charge of replanting forests. A. Teach drama.

8. B. Solve pollution problems. D. Solve a burglary.

9. E. Design an airport. G. Keep business records for a company 10. F. Put a special tool together. H. Sell time on the radid to advertisers. 11. I. Greet and help hotel guests. K. Teach in a public school.

12. A. Teach art. D. Supervise police officers.

13. C. Work on a ranch. B. Do surgery to cure a sick animal. 14. H. Sell clothes. E. Fix a car.

15. F. Check products in a factory to makesure they were made right. G. Be in charge of clerks in an office.

16.I. Be the host or hostess in a restaurant. L. Coach basketball.

17. J. Teach the blind or deaf. K. Argue cases in front of a judge.

86 18. E. Drive a truck. A. Design a poster on a computer.

19. B. Test guns used in crimes. F. Help assemble an airplane. 20. G. Use a calculator to add up how much a company makes each day. C. Train animals. 21. D. Be in charge of security for a company. H. Run a department in a big store.

22. J. Help people at a mental health clinic. L. Scout baseball players for a college or minor league team.

23. A. Take pictures for a newspaper or magazine. F. Be in charge of factory workers. 24. B. Figure out why someone is sick and take care of them. E. Fly an airplane.

25. C. Manage a farm. H. Sell cars. 26. I. Work as a flight attendant for an airline. D. Guard prisoners.

27. G. Type, file and greet people for a lawyer. J. Help take care of elderly people.

28. G. Help customers in a bank. A. Draw and paint signs and billboards.

29. B. Help do medical tests in a laboratory. H. Convince someone to buy something.

30. C. Take care of animals. I. Serve meals to customers.

31. D. Give traffic tickets. J. Help patients make injured arms and legs stronger. 32. E. Bulldoze land for a new home. K. Write for a newspaper.

33. F. Test stereos to make sure they were made right. L. Perform in a circus.

34. H. Sell musical instruments. A. Play a musical instrument.

35. G. Run a cash register. B. Fill prescriptions in a pharmacy. 36. E. Operate heavy equipment on a road crew. C. Manage a fish hatchery.

37. .4. Coach a high school team. A. Model for an artist or photographer.

/1 5 .)) 86-6 38. I. Drive a limousine. E. Cook in a fancy restaurant.

39. J. Help the disabled. H. Help a customer decide what gift to buy.

40. A. Make jewelry. I. Help people lose weight.

41. B. Do experiments with plants and animals. I. Caddie on a golf course. 42. C. Plant and trim trees. J. Take care of children at a daycare center. 43. D. Guard money in an armored car. K. Study why people do the things they do.

44. E. Fix a TV set. L. Run a tennis camp.

45. F. Fix controls in an airplane. J. Help someone with a personal problem.

46. L. Be in charge of the timers at a track meet. G. Run a telephone switchboard.

47. J. Help feed people in a hospital. A. Pick and announce the music for a radio show or a dance.

48. K. Work to get someone elected. B. Take blood for a blood bank.

49. L. Referee a sports event. C. Boss a logging crew.

50. D. Be in charge of the boats in a harbor. E. Do drawings for an architect.

51. I. Sell drinks in a bar. F. Use a machine to make something out of metal. 52. K. Line up concerts for a band. G. Ask people questions for a survey.

53. B. Install, check and fix medical equipment in a hospital. L. Keep score for a sports event.

54. A. Design a new product that will be made in a factory. K. Run a health program.

55. J. Show and sell houses and land. B. Test people to see if they need glasses. 56. F. Drive a forklift truck. C. Fish.

57. D. Be someone's bodyguard. G. Deliver mail. 43 466-C 58. K. Run a store. F. Put together toys following written instructions. 59. G. Be in charge of all the mail for an office. I. Drive a taxi.

60. H. Sell supplies to dentists. L. Judge a dog show.

61. F. Build a bicycle by following drawings. D. Enforce fish and game laws.

62. C. Hunt. K. Check buildings for fire hazards.

63. H. Sell sporting goods. I. Collect tickets at a movie or play.

64. E. Manage a factory. J. Work as a nurse.

65. K. Be in charge of a company. H. Sell computers. 66. L. Teach people how to ski. D. Make an arrest.

q 00 CAREER SURVEY EVALUATION SHEET

111 STEP 1: Go back through your survey, looking at theletters you chose for each answer, and record your choiceson the chart below. For question 1, you chose either "A"or "B." Find the "A" or "B" column on the chart, and put an "X" in the bottom block under the letter you chose. Now go to question 2. You chose either "C"or "D." Find the "C" or "D" column on the chart and putan "X" in the bottom block. When you get a second "A"answer, put an "X" in the next block up (even with the number 2). Putan "X" in a block for each answer until you have "towers" built for each Career InterestArea. Career Interest Area Chart

c u 11 = al 0 m -2 I c 75 c 7.: ;.-- 0 E -E. o- mT, . Z.= . 0 7,- c 2... 0 E 0 C o 4.1 c c. - c < --t li 6 0As-i = -:E -i c. Ni ii) ---",!, 0 E. p. Ts E D .c t v z 1 E 7. c c co 0 -1C a. 0 I 0u Lk.

11 P7'1 1.- 10 ..,e, 0; ,-;--

8 . fA.%N. 7 rim 6 - 1 4 5 0 A k.0 t...._.. III I 1.4 3 2 r- r...._.4: ,,-- ., 2 , iA STEP 2: Look at your towers on the chart. The highesttower is your top Career Interest Area. List your top three Career InterestAreas on the lines below.

M11111111MF

STEP 3: Descriptions of the Career Interest Areasare listed after question 66 on the survey. Read aboutyour top three for more if you have a tie). Which one sounds best for you? Nowturn this page over and circle your top three. Read through the listsof specific careers in your three top areas. Circle allthe ones that interest you.

STEP 4: Come back to this page and choose ONE ofyour top three Career Interest Areas, the one whichseems best for you. Write it below.

456 THIS IS YOUR CIA CODE!! K6-g. CAREER INTEREST AREAS The 12 Career Interest Areas below can help you match your interests with possible careers.Each "CIA Code" has many occupations, some of which are listed. Most of you will change careers severaltimes, and many of you will work in jobs which do not even exist today.By selecting the Career Interest Area that suits you best, you can be ready for the changes of thefuture.

FINDUSTRIAL 14-ARTISTIC C-PLANTS ANIMALS Engineer (all specialties) Actor Animal Breeder Engineering Technician cra Animator Animal Caretaker Exterminator Assembly Supervisor Assembly Line Worker Announcer Animal Trainer Ferryboat Pilot Artist Farm or Ranch Worker Film Projectionist Book Bindery Worker Cartoonist Farmer Flagger Buzzsaw Operator Clothes Designer Fish Hatchery Manager Flight Engineer Dry Cleaner Worker Comedian Fisher Gemologist Electric Motor Assembler Commercial Artist Fishing Vessel Mate Heating/Refrig. Repairer Electronics Tester Critic Forester Heavy Equipment Operator Electronics Supervisor Dance Instructor Forester Aide Hotel Maid Engine Tester Dancer Gamekeeper Industrial Engineer Factory Laborer Director (film, radio, TV) Groomer Inspector Film Supervisor Disk Jockey Groundskeeper Laser Technician Furnace Operator Drama Teacher Horticulture Worker Locksmith Inspection Supervisor Film Editor Landscape Gardener Log Grader Inspector (all industries) Florist Logger Logging Superintendent Iron Worker Fortune Teller Logging Supervisor Machinist Lathe Operator Furniture Designer Lumber Worker Maintenance Supervisor Lumber Sorter Graphic Artist Nursery Manager Marine Engineer Machine Operator Handwriting Analyst Park Workers Supervisor Mason Machine Setter Illustrator Rancher Meatcutter Machine Mechanic Interior Designer Wildlife Control Agent Mechanic (all specialties) Machine Shop Supervisor Jeweler Miner Motorcycle Tester Magician D-PROTECTIVE. Musical Instrument Maker New Car Inspector Make-up Artist Corrections Officer Musical Instrument Repairer Product Tester Model Customs Officer Nuclear Engineer Production Assembler Modeling Instructor Deputy Sheriff Office Machine Repairer Production Supervisor Modelmaker Detective Optician Quality Control Tech. Music Teacher Fire Marshall Painter (house, building) Supervisor Musician Firefighter Plumber Test Driver Narrator Fish and Game Warden Pollution Control Engineer Toy Inspector Novelist Life Guard Power Plant Operator Photographer Park Superintendent Printer G-BUSINESDETAIL Poet Park Ranger Production Supt. Accountinglerk Screenwriter Police Chief Railroad Engineer Accounting Supervisor Set Designer Police Officer Recording Engineer Administrative Secretary Singer Police Sergeant Repairer (all specialties) Bank Teller Special Effects Tech. Security Guard Robotics Technician Billing Clerk TV, Radio Broadcaster Ski Patroller Roofer Bookkeeper Writer Soldier Safety Inspector Cashier Special Agent Scuba Diver Clerk (all specialties) Service Station Attendant Clerk-Typist nes esiooIIRFRIIIMMM Shipping-ReceivingShipping - Receiving Clerk Computer Operator Animal Scientist Shoemaker Court Clerk Astronomer Air Traffic Controller Small Engine Repairer Court Reporter Audiologist Airplane Pilot Stationary Engineer Dispatcher Biologist Airplane Mechanic Stock Checker Driver's License Tester Biomedical Equipment Tech. Airplane Inspector Surveyor File Clerk Botanist Airport Worker Systems Engineer Hospital Admitting Clerk Cardiologist Ambulance Driver Tailor Hotel Clerk Chemical Lab Technician Appliance Repairer Test Omer Insurance Clerk Chemist Architect Tire Repairer Legal Secretary Chiropractor Audiovisual Technician Tool Designer Library Page Coroner Auto Body Repair Tow Truck Operator Loan Counselor Dentist Auto Mechanic Truck Driver Mail Carrier Dietitian (research) Automotive Engineer Tugboat Captain Mail Clerk Environmental Scientist Bicycle Repairer TV-Radio Technician Mailroom Supervisor Food Technologist Building Custodian TV-Radio Service Tech. Medical Secretary Geographer, Building Inspector Upholsterer Office Manager Geologist Bulldozer Operator Video Operator Police Aide Horticulturist Cabinet Maker Watch Repairer Police Records Officer Mathematician Carpenter Welder Postal Clerk Medical Officer Chemical Engineer Probation Officer Medical Lab Technician Civil Engineer Proofreader Optometrist Computer Technician Receptionist Pediatrician Construction Supt. Reservations Manager Pharmacist Construction Inspector Reservations Agent Physician (all specialties) CookChet School Secretary Physicist Deck Hand Secretary Polygraph Examiner Dental Lab Technician Ship Steward Psychiatrist Design Engineer Singing Messenger Quality Control Tech. Diesel Mechanic Statistical Clerk Radiologist Dietitian Stenographer Scientific Photographer Drafter Tax Preparer Soil Conservationist Dressmaker Telephone Operator Speech Pathologist Electronics Engineer Ticket Agent Title Examiner Surgeon Electrical Technician ,4 Toxicologist Electrician Typist Ultrasound Technologist Electronics Repairer Word Processor Veterinarian Veterinary Assistant 21 F4j Weather Observer Athletic Director Newscaster VIIMEM111111. IHREltimmi Auditor Newspaper Reporter Assistant Buyer Art Therapist Bank Examiner Nursing Director Auctioneer Athletic Trainer Bank Officer Office Manager Automobile Sales Caseworker Booking Agent Paralegal Buyer (wholesale) Community Worker Branch Manager Personnel Director Clothing Sales Counselor Budget Analyst Physical Instructor Computer Sales Dance Therapist Business Manager Political Scientist Demonstrator Daycare Worker Camp Director Pre-school Director Docrto-Door Sales Dental Assistant Career Guidance Tech. President, Business Insurance Agent Dental Hygienist Chief Executive Psychologist Pawnbroker Emergency Medical Tech Claims Adjuster Public Health Educator Perkier Foster Parent College Dean Public Relations Worker Real Estate Agent Homemaker College Professor Purchasing Agent Retail Sales Hypnotherapist Community Worker Researcher Sales Representative Licensed Practical Nurse Computer Programmer Safety Inspector Telephone Salesperson Minister Consuttant Sales Manager Travel Agent Music Therapist Contractor School Principal Vendor Nurse's Aide County Extension Agent Securities Trader Nursery School Worker Customer Service Manager Sign Language Interpreter Nursing Supervisor Customs Inspector Sociologist C01.11..10DA TM(' Occupational Therapist Department Manager Software Technician Trr en Orderly Economist Statistician Baggage Chedar Paramedic Employment Interviewer Stockbroker Bagger Parole Officer Engineering Analyst Store Manager Barber-Harstylist Physical Therapist Environmental Analyst Superintendent Bridge Instructor Psychiatric Technician Fashion Coordinator Systems Analyst Bus Driver Psychologist Film Producer Teacher Caddo Radologic Technologist Financial Analyst Teacher's Aide Cafeteria Attendant Registered Nurse Fire Inspector Technical Writer Camp Counselor Religious Activities Director Foreign Service Officer Translator Cashier School Counselor Fund-Raiser Tutor Chauffeur Social Services Aide Funeral Director Urban Planner Cosmetologist Social Worker Genealogist Vice President, Business Driving Instructor Surgical Technician Health Officer Wholesaler Equipment Rental Clerk Teacher of Blind/Deaf Hearing Officer Fast Food Worker Teacher, Pre-school Historian t.PHYSICAt PERFORMING Flight Attendant Teacher, Hancticapped Home Economist rat Gate Agent Tutor Hospital Administrator Coach Group Home Worker X-ray Technician Hotel Manager Equestrian Inspector (Disease Control) Inspector Juggler Host-Hostess K-LEACHNG INFLUENCING Institution Director Official (Referee) Hunting & Fishing Guide ccountant Investigator Professional Athlete Manicurist Actuary Journalist Rodeo Performer Masseur-Masseuse Administrator Judge Scorer Recreation Worker Adult Education Teacher Lawyer Scout Sales Clerk Advertising Manager Libmnan Sports Instructor Ski-Tow Operator Airport Manager Library Assistant Stunt Performer Taxi Driver Anthropologist Linguist Timer Ticket Taker Arbitrator Lobbyist Tour Guide Archaeologist Manager Waiter- Waitress Athlete's Agent Museum Director

1. ARTISTIC 7. BUSINESS DETAIL Interest in creative expression of feelings and Interest in activities requiring accuracy and ideas, in writing, music, art, acting, dance, attention to detail, mostly in an office setting. crafts or modeling. 8.SELLING 2.SCIENTIFIC Interest in persuading others, using sales and Interest in discovering, collecting and studying promotion techniques. information about the world, and using findings 9.ACCOMMODATING to solve problems in medicine and science. Interest in providing services to others, usually 3. PLANTS AND ANIMALS 1-on-1, including helping others look good, Interest in caring for plants and animals, have fun, travel or eat. usually in an outdoor setting. 10. HUMANITARIAN 4. PROTECTIVE Interest in helping others with their physical, Interest in protecting people and property. mental, spiritual or social needs. 5.MECHANICAL 11. LEADING-INFLUENCING Interest in using machines, tools or equipment, Interest in leading others, using words or including making things and fixing things. numbers at a high level. 6.INDUSTRIAL 12. PHYSICAL PERFORMING Interest in repeated, organized activities in a Interest in physical activities performed before factory setting. an audience.

7-56)- I AM GOOD AT: 1. Learning new things quickly.

2. Using words in writing and speaking.

3. Using numbers.

4. Understanding science.

5. Getting along with others.

6. Paying attention to details.

7. Making decisions and solving problems.

8. Adjusting to change.

9. Using equipment, machines and tools.

10. Using computers.

I WOULD LIKE A CAREER WHERE I CAN: 11. Write, draw, act, play music or do crafts.

12. Use science such as biology, chemistry or physics.

13. Care for plants or animals.

14. Protect the safety of others, such as law enforcement.

15. Work with tools or equipment.

16. Use tools or machines to make things.

17. Do office work.

18. Sell things to people.

19. :ielp people look good, have fun, travel or eat.

20. Help people get better physically or mentally.

21. Lead and influence other people.

22. Work outdoors part of the time.

23. Change tasks a lot.

24. Meet many people.

25. Travel.

26. Work hard, including hours for which I may not be paid.

27. Make many decisions.

28. Dress formally or wear a uniform.

AFTER HIGH SCHOOL I PLAN TO: 29. Get vocational or community college training.

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OD 1- o 0 -5 .0a; s a92 (I) 0 0U 4-C tD WI 1DC.0a 7f)0 0 QC D 0 0 C E0 C 0 TIMBER PRODUCTS 0.1c c ui ci r-: ed oz ci C C 5 .6 N 0 c6cz.c a CiCV C P0 0 Csi CV CV CV CV CV CV CV N o 0 0 82 0 o Lri..4°E6-2 .ci cd o: > 0 SawmillPulpCabinetmakersOCCUPATIONS & Paper & Plywood Workers Laborers 4,1/ III AirOCCUPATIONSTRANSPORTATIONWoodworkin Traffic Controllers Machine 0 erators Bus/TaxiForkliftDispatchersDeckhands CabOperators Drivers /13 /3 GarbageLongLocalHeavy Haul Truck Collecto'rsEquipment Truck Drivers Drivers Operators Yarding/LoadingShipRailroadPilots/Flight Officers/Engineers Brake Engineers Operators Occupations 0 4111 ,* * I 1 0 ' j PRIORITIZING ACTIVITIES

midn iht 11

1 10 I

! . 1 I

\ 1 / / 9 \ 1 / % \ ' 1 / \ \ i / % / \ \ I / . 1 / \ . I 1 / / \ S / r \ \ \ 1 . I 1 / r \ \ 1 / X / \\ 1 // / \ \ \ 1 / / . \ \ / .- . *1 f l// .\ 1 . -_, \ - -- -._ .- - \t 1 /I I / ---- -._ .. \\ ,//*. -- _-- --0/..--- - / ..\ 0 ,. . -.-_,... .- .-- -/ // . - ./ I - ..-./ , . .,. I \'\ .... /// ., --- . I .. / ., . // I ' . / / \ . ; 1 / \ k \ ,. r , I I \ / / I \ \ / , 1 I \. / / . / I \ / t /

/ I k \ 3 / i \ / 1 / 1 \ 9 / 1 / / 1 X 1 2 / 1 It 10 1 noon HELP WANTED

REQUIREMENTS: Intelligence, good health,

energy, patience, sociability, skills at

least 12 different occupations.

HOURS: 99.6 per week. SALARY: None.

HOLIDAYS: None (will be required to remain

on standby 24 hours a day, seven days a week)

OPPORTUNITIES FOR ADVANCEMENT: None (limited

transfer ability of skills acquired on the

job). JOB SECURITY: None (trend is toward

more layoffs particularly as employee

approaches middle age. Severance pay will

depend on the discretion of the employer).

FRINGE BENEFITS: Food, clothing and shelter

generally provided but any additional bonuses

will depend on financial standing and good

nature of the employer. No health, medical,

or accident insurance; no Social Security or

pension plan.

40 gy LIFE SPAN CHART 5 10 15 20 25 30 35 41 45 50 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80

4. 7 1: ( SELF-APPRAISAL WORKSHEET

Name: Date: I feel most independent when I feel best about myself when

I can solve my own problems best when

I would most like to improve about myself. My good habits are Habits I would like to change are

In my free time,I like best to

My favorite books this year are

My favorite TV programs are

I like to talk to my friends about I would like to become a for my career, I cooperate best with others when I get angry when I like to be by myself when I feel I can be honest when T1-1. school subject(s)I like best is

I feel the subject(s)I don't do as well as I could in is

The subject(s)I don't like is I would like to learn more about My goals for intermediate school are

I think the most important thing in my life is

I 47,5 WHAT I AM LIKE

1. When I get up

2. After I get in bed at night

3. When I was a baby

4. If I had a dollar,I would

5. When my mother isn't at home

6. On the way home from school, I

7. On the playground, I

8. When I grow up

9. If I could do anything in the world I wanted to,I would

10. If I had a million dollars

11. The thing I like best about this school is

12. The thing I like least about this school is

13. Good parents are like

14. When a boy or girl does something wrong, he/she

15. The person I like best at this school is

16. What people like best about me is

17. What people do not like best about me is

18. If I could be anyone in the whole world,I would be

19. The person I admire most in the whole world

20. A good boy or girl is like

21. The thing that really makes me mad is

22. I feel bad when

23. I get in trouble because

Name: Date: LIFESTYLE WORKSHEET

Please read the following items carefully. Check those items you feel are essential your future plans and lifestyle and circle qualifiers.

Marriage Size of family (including you and your spouse) Circle one 2 3 4 5 or more Remaining single Own my own home valued at: $25,000 $40,000 $50,000 $70,000 $100,00 or more Rent an apartment furnished unfurnished Homeowners insurance Medical insurance Life insurance: myself spouse children Auto insurance: myself spouse children Car: new used one two or more Medical/dental expenses Eyeglasses Furniture Water Property taxes Electricity Telephone Heat: oil coal electric gas wood Television Snowblower Clothing Food Stereo Vacation: 2 weeks month or more Gasoline Disposal services: trash & garbage Personal services: dry cleaning, haircuts, etc. Recreation & leisure time activities Pension fund/retirement Savings account Major appliances: washer dryer dishwasher other Other

Anticipated income from your job:

$5,000-$10,000 $10,000-$15,000

$15,000-$20,000 $20,000 or more Do you believe your job can support this lifestyle?

Yes No Don't know

93-4 4 7 5 10 YEARS FROM NOW FANTASY

SALARY WORKSHEET

Beginning salary for your job: a. 1=1111

1. Divide (a) by 4 and put the answer in (b) b. This = your taxes

2. Now subtract (b) from (a) and put the answer in (c) c. This = your money

3. Divide (c) by 12 to get your monthly take-home pay d.

MONTHLY EXPENSES

4. Rent/house payment e. 11MINWINMME11 (get local rent figures from paper; for house, figure $10/month for every $1,000 of your house costs (for 30 years). Example: $100,000 home = $1,000/month)

5. Car payment f. WINNIN:11, (figure $20 for every $1,000 the vehiclecosts. S Example: $10,000 car = $200/month)

6 Cable TV g. NIMIMI1I

7 Telephone h.

8. Electricity/Heat i.

9. Credit cards j. (Remember all that stuff you bought? Except for the house and car, add it all up, add 15 percent interest, then divide by 12: this will be your monthly credit card charge.) Total of e to j only k. Ir[!.1.

t YEARLY OR ONE-TIME "START-UP" EXPENSES:

10. Utility hookups 1. (telephone, cable TV, power)

11. Car insurance m. IMIMIMMMI111111!=

12. House/renter's insurance n.

13. House taxcs o.

Total of 1 to o divided by 12 p.

WEEKLY EXPENSES:

14. Groceries q.

15. Gas for car r.

16. Supplies s. (nonfood items: toothpaste, deodorant, etc.)

17. Miscellaneous t. IMM1110111:111IMINI (going out, clothes, CDs, tapes, etc.)

Total q to t times 4.33 (weekly to monthly) u.

GRAND TOTALS:

v. Repeat "d" total =

w. Add k + p + u

x. Subtract w from v = X marks the spot!

"X" is what you have left at the end of every month! Did you get a plus number or a minus number?

If X is above zero, CONGRATULATIONS! You've got some money left over. If X is below zero, you've got to cut some of your expenses. What will you give up to get within your budget? You may have to make some drastic changes, like finding a roommate to share expenses. GOOD LUCK!

Now consider all the things that weren't figured in, such as pets, starter furniture, household goods, and children. Discuss the need in today's society for most spouses to work in order to provide a second income.

73-C I want to I want to be a be a Nurse. lumber.

My Name

My Grade

What qualities me to be in this grade?

What skills do I bring to this job?

My School Skills: Language Arts

Math

Science Social Studies

Foreign Language,_.

Art/Music

Other

Skills I've learned outside of cAllool:

Work i'VP done at hump,111 ,chool, for the community:

I 4 7 THE WORKING LIFE OF JOE SCHMOE Joe Schmoe isn't a great student, but he makes it through high school. Joe didn't bother to learn any special job skills in high school,like computers, drafting or accounting. When asked about further training Joe says, "What are you talking about? I got a high school diploma!" Joe goes out to look for a fulltime job. He gets some bad news: While there are more than different careers in the United States (Choices: 3,000 6,000 -- 9,000 12,000), he is qualified for only percent of them! (Choices: 4 -- 8 -- 16 32).

He is qualified to work as Joe gets a 40houraweek job, with a starting salary of $5 an hour. He immediately moves out of the house. His parents are so happy, they give him an old car! Joe can't afford his own place, so he asksone of his high school buddies to rent a furnished apartment with him.

After six months, Joe gets a raise to $5.50. Afterone year, he has earned a total of . (Hint: Use weeks in your formula!) Joe meets Jessica at work. She's working there putting herself through college. They start to go out. One weekend, Joe doesn't have enoughmoney to pay for his half of their date. He sits down to figure out where it's all going. Here are his expenses for the year:

-- Taxes: 25% of the gross $2730 -- Rent (1/2) $150/month 1800 -- Utilities (1/2) $30/month 360 Telephone (1/2) $10/month 120 Groceries/meals $50/week 2600 Car: gas, maintenance, insurance 2640

-- Doctor/Dentist/Optometrist (no insurance) . . 125

Clothes /Entertainment /Personal $10/week . . . 520 The total of Joe's expenses is $

His bank account at the end of the year contains $ Joe is not too happy that he's barely scraping by. He's also bored with his job. Then comes trike three: His car breaks down; it will take more than $1,000 to fix! Joe can't afford that, so he tries to do it himself. Of course, he neglected to take auto mechanics in high school. Hegets the car running, but it keeps breaking down. He's late to work three days in a row, and his boss fires him.

The rent is due in three weeks, and without his next paycheck,Joe won't be able to cover it. His roomie can't pay it alone. Joe does the only thing he can think of -- asks his parents if he canmove back in. Their reply: "Only if you go to school." Joe reluctantlyagrees.

Joe goes to the local school for an interview. He wants to train fora career with a lot of openings. One career they suggest is

Joe decides to train for that. He and his parentsare worried about the cost. To attend a twoyear community college or technical collegein Washington, it costs about a year for tuition. (Choices: $1,300 -- $2,300 -- $3,300-- $4,300) Joe and nis parents decide they can afford it. Joe goes to school, gets a two-year degree and is hired immediately at a starting salary of $10 an hour. After one year, a competing employer offers him $12 an hour, and he goes for it.

Joe is doing great now. He likes his work and he's making a decent wage. He can afford a nice apartment of his own. But cne day his boss calls Joe into her office. She says: "Joe, you're a aood worker, but we're bringing in some new technology that is going to change your job completely. We want to send you to Texas for six weeks of intensive training. Then you'll take a weekly night class here at the office. After that, you'll go back to Texas every year for three more weeks of re-training." Joe is shocked. "Texas!" hP cries. "What about my girlfriend! I can't be away from her for six weeks! And who's going to pay for all this?" "We will," his boss says. rYou think about it.I need to know by the end of the week."

Joe is depressed. "I just finished two years of school!" he tells Jessica. "Why do I need to go back to school again?" Jessica tells him that most workers have to get re-training every years. (Choices: 3 -- 5 7 9). Jessica reminds Joe that she has just started a re-training program, and she is one of the few in her class who got a four-year degree. For every

. 100 students who start high school, go straight through four years of college. (Choices: 6 12 18 24). But of those 100 go to some college or vocational school. (Choices: 48 68 88)

"Well, what's the point?" Joe Schmoe yells. "Why go to school at all if you've got to keep on going your whole life?"

"Don't you want to keep getting better at what you do?" Jessica asks. "I'm good enough!- Joe yells. Joe goes to work and tells his boss he doesn't want to be re-trained, especially not in Texas. "I'm a hard worker," Joe says, "and I've got a lot of experience with this company."

"Yes," Joc's boss says. "But the number one thing we look for in a worker is (Choices: Experience; Basic Skills; Ability and Willingness to Learn; Reliability; Hard Work.)

Then she says to Joe: "

When Joe gets home, Jessica has left a note.It says: "Gone to school. Maybe I'll see you there some day."

A few weeks later, Jessica goes to visit the company where they first met. She's surprised to see Joe working in his old job again!

"Yeah, I'm back making $5.50 an hour," he tells her. "But at least I don't have to keep going back to school!"

A couple days later his boss calls Joe in and says,"Joe, you're a good

worker, but we're bringing in some new technology . . ." wmrs AND REEDS

Do different people have different wants andneeds? Why?

Show what you have learned by drawing a circle around words that indicate needs, and put a line under the words that show wants.

doll sleep bike

football dog cookie

milk friends shoes

home coat cat

television books pop

ice cream parents clothes

candy school water

(31 q6-11 WANTS AND NEEDS

List three things you need as important partsof your life:

List three things that you want, butdon't really need:

People sometimes want things they don't reallyneed - why? MAKING CHOICES

Forgotten Project You have a big project to do for school. You worked hard on it and it is due today. When you arrive at school, you realize you forgot to bring it and it is still at home. You call home, but nobody is there. What could you do? Stolen Markers You have a new set of colored markers. When you come in from recess, you notice that they are missing from your desk. What could you do?

Swimming You invite your friend to go swimming with you. Your friend agrees to go, and then invites her cousin to go along without asking you if it is all right. What feelings would you have? What could you do?

DARE There is a large tree in your yard, and your friends dare you to climb it. Your parents have told you never to try to climb it, as it is dangerous. But your friends say you are "chicken" and afraid to try. What could you do?

Best Friend You are playing with your best friend at recess when you see a group of your classmates playing soccer. You love soccer, so you ask them if you and your best friend can play. They say that you can, but your friend cannot. What would you do?

The Kitten On the way home from school, you and your best friend find a little kitten. You both want to take it home. What are your feelings? What could you do? The Baseball Game You have planned to go to the zoo with your friend on Friday after- noon, but the day before, you receive an invitation to a baseball game that most of your other friends will be going to. Your friend has not been invited. You would really like to go to the baseball game, but you know that your friend has been looking forward to going to the zoo with you. What could you do? The Park You are playing with your friends in the park near your house and a man you don't know is watching you. He asks you and your friends to come with him. He says he will buy everyone ice cream. What could you do? The Playground You are playing games with your friends when you noticc' that some kids are playing "keep away" with your best friend's baseball glove. What could you do? The TV You invite your friend overafter school to watch TV. You want to watch your favorite show on onechannel and your friend wants to watch another show on anotherchannel. What could you do?

The Bicycle You usually ride your bike toschool. One day after school you go out to the playground and youfind that your 1-,ike is missing. What could you do?

Field Trip Your class is on a field trip. Some boys in your class are picking on you. They make fun of your haircut and yourclothes. What could you do?

Toys Your best friend has a toy that you reallylike. You don't have one like it. He won't share the toy with you andhe makes fun of you for not having oneof your own. What could you do? Amusement Park Your mom takes you to a local amuseme.it park. She says you can have enough money to go on three rides plusbuy one refreshment (candy, pop, etc.). However, there are sixrides that you want to go on. What could you do? The Late Friend Your best friend said that she would come overto your house at 4:00 p.m. to go bicycle riding with you and yourfriends. It is now 4:30 p.m., your best friendisn't there and everyone is waiting. What could you do? The Bully There is one person in your class that picks on everyone. That person always puts people down,fights and scares people. While you are in the lunch line he pushes youand cuts into line ahead of you. What could you do?

Me First You are the first one in line on the way to lunch. Another child barges in front of you and says, "I want to be first." What could you do?

4 3 1

97-P CAREER INTERVIEW

CAREER CHOICE:

I. Description of the career:

a. Nature of the work: (what kind of job is it?)

b. What tasks or duties does one actually perform during the typical day or week?

c. Any related duties which are not part of the normal routine?

D. Describe other characteristics of the job, such as whether or not you would work alone; whether the work involves use of handsor head or both;whether it is routine oralways changing; the amount of responsibility, etc.

2. General working conditions in this occupation?

a. How many hours make up a normal workday or workweek?

If work hours are irregular, explain:

Is work heavier in some seasons of the year than others?

If so, when is the busy season? If so, explain B. Does work involve travel?

work by your employer or others C. Will you be rushed to finish so that you mustwork under pressure? If so, explain:

dangers to physical health? If D. Are there physical hazards or so, what?

3. Qualifications and training:

a. Education (fill in appropriateblanks)

Type of course? (1) High School?

(2) Technical School? Typeof course?

Cost? Location of school?

(3) College? Location of school? Cost? Type of course?

(4) Graduate School? Type of course? Cost? Location of school?

b. Training:

(1) On-the-job training? Length of program?

(2) Apprenticeship required Length of program?

(3) Internship required? Length of program?

Type? (4) Is license or certificationrequired?

(5) Experience? Type?

7-8 46 (6) Where can you get the training in this area?

c. Skills and special abilities needed(operate a typewriter, take shorthand, artistic, etc.)

d. Physical characteristics needed (height, weight, age, eyesight, stength, endurance)

4. What are the opportunities for employment in this career?

a. Where does one start or enter this career?

b. Are there more workers than jobs or are jobs easy to get? Explain

c. How is the career affected by general business conditions? (Does it involve a product or service that people can easily do without if a decrease in income forces them to economize?)

d. What is the future for this career?

40 5. Renumeration and advancement:

a. Wages or salary (1) what is the be inniT salary or wage?

(2) What is the average salary or wage?

(3) What is the maximum salary orwage?

(4) how long does it take to reachthe maximum? Pension b. Benefits--Group insurance? or retirement plan

c. How does one advance or getpromoted? Merit promotion? Describe method of promotion? Seniority? Other?

d. What special education, training,skills, or abilities would be required for advancement orpromotion?

insomeother e. Aretheskillsin thisoccupation useful occupation or must you stay where youare? Explain?

6. Who did you interview?

What additional information aboutthe job did you get?

7. Explain how you gathered theinformation you have just recorded.

8. Are you still interested inthis occupation? 9F-D 400 MY

This is what my does at work:

This is what my likes best about the job: *

This is what my likes least about the job:

This is the education or training my got:

gcl 40 ,..,- WORKING CONDITIONS

Always Inside

Always Outside

Inside & Outside

Extreme Cold

Extreme Heat

Wet or Humid

Noise or Vibration

Hazards/Danger

Fumes/Smells/Gases

Work Alone

Work With Others

Work Seated

Work Standing

Move Around A Lot

Move Around A Little

/00 4 3,) BE:HAV I 013S

Situation 1:

Jane is a new girl at school. During recess, she observes two girls playing jump rope and she would like to join them.

Jane stands close to the two girls and smiles, but says nothing, waiting for them to notice her.

Jane walks over and watches them for a few minutes, then runs over and starts jumping with one of them causing both to mess up.

Jane walks over to the girls, waits for a pause in their jumping and conversation; and then introduces herself and asks if she may jump with them.

Situation 2:

Johnny's pencil is missing. Someone tells Johnny that Jim was at his desk. Johnny

Johnny goes over to Jim and demands thathe give h;111 back his pencil. When Jim says he didn't take it, Johnny starts afight.

Johnny says nothing to Jim and believes that he is the one who took his pencil. He decides to not play with him anymore.

Johnny asks Jim if he has his pencil and explains that someone said that he was at his desk earlier. Johnny further explains that he was wondering if Jim might have picked it up by mistake.

Situation 3:

At the beauty shop the lady has just finished cutting your hair and turns the chair toward the mirror so you can inspect, you feel that you would like it trimmed more.

You either nod your head in assent or say, "That's Okay," or say nothing.

You point out that you would like to have it trimmed more and ask that she do so.

You state abruptly that you don't like it and say sarcastically, "You sure didn't cut it very much, did you?" Situation 4: item, you discover that you have As you are leaving a storeafter purchasing some been shortchanged by40 cents.

that Reentering the store, you catchthe attention of the clerk, saying In the process of explaining, you believe you wereshortchanged by 40 cents. you display the change youreceived back.

Pausing for a moment, you try to decideif 40 cents is worth the effort. After a few moments, you decide itis not and go on your way.

You hurry back in the store andloudly demand that you receive back your 40 cents, making a derogatory commentabout "cashiers who can't add."

Situation 5:

Billy is not very good at playing kickball. In gym, nobody warts him on their team. Billy would like to play and feels badly because of this.

Billy smiles and says that he will just watch. He further explains that he doesn't feel well today and is not going tc play.

Billy demands that someone pick him, shouting that he is always the last one picked and that it is not fair. Then he grabs the ball and runs off saying "If I don't play, youcan't have the ball."

Billy points out that he realizes that he doesn't play kickball very well but that the only way he will learn is by playing. Then he asks if someone will be willing to help him by pointing out during the game what he is doing wrong.

Situation 6:

You do not want to take off your jacket even though the teacher has suggested that you do so. She explains that the room is very hot.

politely You indicate that you are not hotat the moment and firmly but state the:. you wish to keep yourjacket on.

You loddly state that you are not hot, that you do not want to take your coat off and snap at her to leave you alone.

Pausing for a moment you try to decide if pleasing yourself is worth the effort. After a few moments, you decide it is not and go on and take it off.

/ pig 4;j;. Situation 7:

Your good friend is trying out for cheerleader and wants to make a good impression. She asks you if she may borrow your new sweater that you have not yet worn. Your behavior is:

You swallow your anxiety about loss of the sweater or damage, and say, "Sure."

You tell her "absolutely not," in a strong voice. Then say, "You are crazy for even daring to ask."

*fou politely but firmly observe that the request is an unreasonable one since this sweater is new and particularly important to you.

Situation 8:

One evening you and your friend are invited to attend a small party with some other school acquaintances. After an hour or so, one of the guys bring out a pack of cigarettes and suggests that you all smoke. Everyone eagerly joins in except you. You do not wish to experiment with cigarettes. You are in conflict because your friend is smoking and he/she offers you one. You decide to:

You do not accept the cigarette but reply simply, "No, thankyou. I don't care for one." You explain that you have not smoked before and choose not to.

Accept the cigarette and pretend to enjoy it. You feel badly for giving in to something you did not wish to do.

You are very upset when offered the cigarette and blastyour friend for participating in this activity. You say that you are going home and demand that your friend go with you

Situation 9:

You forgot your homework assignment and are unsure about what to do.

You wait until the teacher asks for it and then explode with "I didn't understand any of the stuff;'

You tell the teacher before class that you left your homework assignment at home and would like a chance to bring it in the next day.

You pretend to be sick and ask to go home.

/01-c_ 4 * Vocational Training I Graduate & Professional Schools Four Year Colleges 1At 1 N Community & Junior Colleges (2 year)Vocational & Technical Schools On the Job TrainingApprenticeship MY GOALS

LIST THREE GOALS UNDER EACH AREA. THEN RANK 1-2-3 IN ORDER OF IMPORTANCE.

RANK ORDER MY SCHOOL GOALS:

MY FUTURE EDUCATIONAL GOALS:

MY CAREER GOALS:

MY PERSONAL-GROWTH GOALS:

MY FRIENDSHIP GOALS

MY LEISURE-TIME GOALS:

MY LONG-RANGE LIFE GOALS:

103 j;) THREE FACES

e TOSS A FEELING

/0C 49i FAMILY PERSUASION

Read the following situations inwhich family responsibilities wereneglected. Answer the questions as though eachsituation happened at your house. AO Situation #1

You say you will be home at noon. You didn't get there until 2:00. A* Who will care? "TARA Why? ,-ias.R.,j 11 41.....s.... Situation ;',I2

Someone was supposed to washthe dishes. The chore was not done. Whowill care? Why?

Situation #3 Someone in your family is supposed to take out the trash before going to work. That someone forgot. Who will care? Why?

Situation #4 It is going to rain. Someone wasto close the windows. That someonedidn't. Who will care? Why?

\Situation #5

You were to feed the cat before going to Write two situations of your school. You didn't. own. Illustrate yoursituations Who will care? and compare with those done Why? by other classmates. You may want to make aclass scrapbook of your family situations.

/06 49j) U7 w cc w 1I U) zn co rx a51 Jc THE CHANGING WORKPLACE

We used to think of it as: We now must think of it as:

1. Structured, stable and 1. Flexible and changing, with secure. little security.

2. Finding a good job and 2. Being continually aware settling down; it's the and prepared; it's the employer's responsibility. employee's responsibility.

3. Position or title oriented. 3. Skill oriented.

4. Having few incentives or 4. Providing a variety of rewards. incentives and rewards.

5. .Linear careers. 5. Nonlinear careers.

6. Working for others; large 6. Self-employment; small employers. employers and units.

7. A local or national economy. 7. A global economy.

8. Having a white, male 8. Having a multi-ethnic, influence. female influence.

9. Job specific, with clear 9. Many duties, with cross duties; hierarchical. training; participatory.

10. Labor intensive with 10. Knowledge intensive; worker worker as tool to be used. is resource to be developed.

11. Education is completed; it 11. Lifelong learning; education is separate from work. and work commingled.

12. Focus only on product. 12. Value added; service.

13. Error/slippage tolerated; 13. Total quality/management "it's close enough." control; catch errors early.

14. Mainly dollar driven; the 14. Value and dollar driven; many bottom line is utmost. things to consider.

lOg SITUATIONS AT WORK

Case // 1--John was standing in line waiting to punch the time clock at the end of a long, hard day. Jack, one of the older workers, crowds in front of him saying "Watch out, sonny, I belong at the head of the line!"What should John do? Case # 2--Joe, the driver of the truck, always played the radio too loud and too often. Chuck decided to mention this to him. What should he say? Case # 3--Betty and Jane had just finished repairing a customer's TV and were driving bac'. to the warehouse. Betty wants to.stop for a drink before clocking out. Jane doesn't think this is right. How can she convince Betty of this? Case 1/ 4--As Art was pulling out of a customer's drive, he scraped the fender of a car parked on the street. Instead of stopping, he pretends it never happened. Bud, who was riding with Art, asks him to stop so that they could find out whose car it was. Art replies, "Why ask for trouble?" What should Bud do? Case 1/ 5--Will is a secretary for the local credit bureau. He is responsible for keeping good will between the bureau and its customers. When he answered the telephone one day, a man's voice demanded to talk to the head of the office. Will told him that he was not in the office and asked if he could be of any help. The man answered in a loud voice, using abusive language. Will put the receiver down with a bang. The telephone rang again, but he refused to answer. What might Will have done that would have served the credit bureau in a better way?

Dear Carpenter:

Last night, before I went home, I left my toolbox here. When I came to work this morning, my hammer was missing. I noticed a lady who works on my crew has a hammer that looks very much like mine. What should I do about this?

Yours truly, (Name)

Dear Restaurant Manager: I am a food server working at one of your late night restaurants. Last night, two people came in, ordered their meals and ate them. As they got ready to leave they called me over to their table to inform me that they had nomoney to pay the bill. What should I do when this happens?

Yours truly, (Name)

ioq-A501 Dear Miss Rose:

Your rating on our typingtest was 20 wpm. We regret that we cannot place you in our organization. If, in the future,your speed increases to meet the minimum standard forjunior typist, youmay apply at this office for anothertest.

Dear Mr. Doe:

Our records indicate that your academic achievement in this center does not meet the minimum standard for entering vocational training. We regret that we are unable to place you in clerical training. Your termination is effective as of March 11, 19

Dear Mr. James:

We regret to inform you that your services will beterminated as of March 15, 19 It has come to our attention that you have been involved inseveral disputes with your fellow workers and that this critically interferes with the operation of our plant. Cooperative relationships among workers are essential inour line of work. We believe it is in the best interest of our employees andmanage- ment that your services be terminated at this time. Kindly report to the personnel office for your final check.

Dear Mr. Brown:

Please note that your record to date indicatesa total of 34 days absent. The Brand Production Company understands the necessity for absences due to 'xtenuating circumstances. However, your record far exceeds the maximum number of days allowed for illness and personal business. Under the circumstances, we must ask you to terminate your servicesas of the 30th of this month.

Dear Miss Byrd:

This letter is to inform you that your servicesas receptionist will be terminated as of March 13, 19 The Windsor Company requires a minimum standard of grooming for the receptionist and typing staff, a standard which, accordingto our records, ;ou have failed to meet. Mrs. Shallow informs me that this matter has been discussed with you on repeated occasions and thatyou have made no effort to improve. I refer to the booklet, Windsc:. Hand- book of Good Grooming, which you no doubt received during the first week of your orientation. Kindly report to the personnel office on the 8th floor foryour final check. r 061-g t) CHART: AGGRESSIVE, PASSIVE AND ASSERTIVE BEHAVIOR

AGGRESSIVE PASSIVE ASSERTIVE

Characteristics Emotionally Emotionally Emotionally honest, direct dishonest, honest, direct, self-enhancing self-denying. self-enhancing, at the expense Allows others expressive. of another. to choose Chooses for self. Expressive. for them. May achieve goal. Chooses for Does not achieve others. desired goal.

Your feelings Righteous, Hurt, anxious, Confident, self- superior, possibly angry respecting. derogative at later. the time and possibly guilty later.

The other Angry, Irritated, pity, Generally person's resentful. lack of respect. respectful. feelsings toward you.

The other Hurt, Guilty or Valued, person's embarrassed. superior. respected. feelings about themself.

110-A 50,3 ASSERTIVENESS INVENTORY

Degree of Situation Response Discomfort Probability

1. Refusing a request to borrow something you value (homework, clothing, money, etc.)

2. Complimenting a friend.

3. Asking a favor.

4. Resisting sales pressure.

5. Apologizing when you've made a mistake.

6. Turning down a date.

7. Telling a person who is very close to you that something she/he says or does bothers you.

8. Asking for a date with a person.

9. Admitting you don't understand what is being discussed and asking for further explanation.

10. Disagreeing with the opinion of a friend.

11. Applying for a job.

12. Resisting pressure to drink or smoke when you are not interested.

13. Talking with a person about his/her criticism of your behavior/work/etc.

14. Asking for the return of borrowed items.

15. Requesting expected service in a store/ restaurant/school when it is not forthcoming.

16. Returning bad merchandise to a store.

17. Resisting sexual overtures when you are not interested.

18. Telling someone good news about yourself.

19. Receiving compliments.

20. Admitting that you are afraid and asking for acceptance.

)10-8 " I . . Occupation Where the Jobs AreFastest Growing Jobs Number newof jobs Percentchange and Will Be Through the Year 2000 Biggest GrowthOccupation in Total Number of Workers Number newof jobs Percentchange medicalparalegal assistant 119,00064,000 104 90 waiter/waitressretail sales 1,200,000 752,000 4433 physical therapytherapist aide 53,00029,000 8782 janitornursing 612,000604,000 4423 datahome process health aide equipment repair 111,000 56,000 8081 generalcashier manager 575,000582,000 2624 medicalsystems recordsanalyst technician 251,000 30,000 7576 officetruck driverclerk 426,000525,000 2024 computeremployment programmer interviewer 335,000 54,000 7170 nursingfood counter aide worker 433,000449,000 3530 Source: Bureau of Labor Statistics. 5 u 5 5o6 CAREER SHA E A program in which local workers share their career experiences with students of this school district.

Dear employer, We would greatly appreciate your participation in Career Share by completing the survey below and returning it to the address listed. Thank you for your support. Please call with questions..

(Business name) (Business address)

(Business phone) ;Your name)

(Briefly describe what you cl;) your job)

1. Would you be able to come to the high school for part or all 1 o day and talk about what you do? (Yes) (No)

2. Would you be able to host short tours': Ifyes, please answer the following: (Yes) (No) -ow many students can you accommodate in one group? What time of day is best for you?

About how long would it take to tour your. business? special instructions (such as wear old clothes)? 3. Would you be able to adopt a "shadow," a student who would spend half a day or more observing you 1-on-1? If yes,. please answer the following: (Yes) (No) What length of time would be pest for you (half a day, a full day, two days, three days)?

What time of year and day of the week would be best for you? Any special instructions?

P.S. We have lots of students looking for part-time work. If you need student labor, call us at the number listed above. Thanks!

/I2. PERSONALITY CHECKLIST (accentuate the positive)

GENERAL APPEARANCE No Sometimes Yes

1. I am happy with my looks. 2. I am happy with my figure or physique. 3. I am happy with my height. 4. I look all right in my clothes. 5. I am neat in appearance.

EMOTIONAL CHARACTERISTICS

1. I "act up" when things do not go my way. 2. I easily feel "down". 3. I get sulky .r angry when I lose a game. 4. I easily have pity for myself. 5. I cry or get angry over small things. 6. I swear at others or call them names.

MANNERS

1. I am courteous to others. 2. I am considerate of the feelings of other people. 3. I am courteous to members of my family. 4. I listen when others are talking and do not interrupt.

PARENTAL RELATIONSHIPS

1. I talk with my parents. 2. I listen when my parents talk. 3. My parents listen to my point of view.

GENERAL STYLE OF BEHAVIOR

1. I am shy. 2. I have a need to seek attention by others. 3. I am the "bossy" type. 4. I let others push me around. 5. I daydream when I am supposed to be paying attention. 6. I am a "show-off". 7. I make excuses for my mistakes. 8. I enjoy teasing and upsetting others.

CHARACTER TRAITS

1. I am reliable when I make promises. 2. I am honest. 3. I respect the opinions and beliefs of others. 4. I respect the property of others. 5. I take the initiative to make new friends.

11350E,, MY FANTASY FUTURE

Name: Date:

Fill in the spaces to help you remember your fantasy day.

1. What time do you get up in the morning?

2. What kind of clothing do you put on?

3. Are you married? Number of children?

4. What do you have for breakfast?

5. Where do you live? Hou.e Apartment Condominium Other

City Suburbs Country Other Briefly describe your fantasy home.

6. What time do you begin work?

7. How do you get to work? If in a car, what kind?

8. Where do you work?

9. What is your job?

10. What do you enjoy about your job?

11. What do you enjoy most about your day?

12. Where do you have lunch? What did you have?

13. How much is your monthly paycheck?

14. What do you have for dinner? Do you eat out or at home?

15. What do you do on Friday night?

16. What do you do on Saturday?

17. What do you do for leisure, fun and exercise?

/pi u CAREER TRAINING

S AGRIBUSINESS - NATURAL RESOURCES 4 YEAR COLLEGE Agricultural Economist* Horticulturist (Ornamental) Agricultural Engineer* Landscape Architect Agricultural Extension Agent* Mining Engineer Agricultural Scientist* Naturalist Agronomist* Oceanographer Cooperative Extension Service Petroleum Engineer Worker Range Manager Farm Manager Soil Conservationist-Forester Fish and Wildlife Spenialist Soil Conservationist-Range Forester Manager Horticulturist (Agri. Scientist)

COMMUNITY COLLEGE Cooperative Extension Service Groundskeeper Workcr Landscape and Nursery Manager Farm Implement Repairer Livestock Farmer Farm Manager Ornamental Horticulturist Floriculturalist Park Ranger Forestry Technician Turf Manger Fruit Producer

PRIVATE VOCATIONAL Blacksmith Landscape Ornamental Horticulturist (fancy plants)

SKILLS CENTER

Farm Implement Repairer Greenhouse Worker Farm Manager Farm Worker Floral Arranger

Q.J.T.

Farm Manager Groundskeeper Farm Owner-Operator Landscape Gardener Farm Worker Landscape Laborer Fish and Game Warden Logger Florist Miner Forester Aide Oil and Gas Drilling Production Forestry Technician Worker Gardener Park and Groundskeeper Greenhouse Worker Tree Surgeon

u COMMUNICATIONS AND MEDIA

YEAR coLLz.u. Journalist Advertising Agent Landscape Architect Advertising Copywriter Lithographer Architect Medical and Biological Illu- Art Director strator Commercial Artist Photo Engraver Copywriter Photographer Editor Radio & TV Announcer Industrial Designer Reporter Illustrator Technical Writer Interior Designer

COMMUNITY cOLLECE Photographer Architectural Drafting Photographic Machine Operator Bindery Worker Photo Process Worker Commercial Artist Printing Press Operator Compositor Typesetter Sign Painter Drafter Technical Illustrator Industrial Designer Technical Writer Photo Engraver

PRIVATE VOCATIONAL Industrial Designer Advertising Agent Interior Designer Airbrush Painter Painter Architectural Drafter Photographer Commercial Artist Technical Illustrator Drafter

SKILLS CENTER Photo Journalist Art Specialist Compositor and Typesetter Photo Process Worker Printing Press Operator Disc Joc Assistant Duplicator Operator Radio Producer Industrial Photographer Sign Painter Keyline Artist Studio/Family Photographer Layout Artist Television Producer Paste-Up Artist Photo Journalist

O.J.T. Photographic Assistant Book Bindery Worker Commercial Art Assistant Photo Process Worker Compositor and Typesetter Sign Painter Assistant Copyreader and Proofreader

511 CONSTRUCTION 4 YEAR OLEGE Builder-Building Contractor Building Construction Manager Building Trades Instructor Civil Engineer

COMMUNITY COLLEGE Brick Layer Paper Hanger Builder-Building Contractor Pipefitter Building Maintenance Worker Plasterer Cabinet Maker Plumber Carpenter Tcol Room Clerk Painter

PRIVATE VOCATIONAL Brick Layer Heavy Equipment Operator Brick Mason Painter Builder Pipefitter Cabinet Maker Plasterer Carpenter Plumber Cement Mason Roofer Construction Estimator Tile Setter Crane, Derrick & Hoist Operator Upholsterer Electrician

SKILLS CENTER

Const.-uction Laborer Mason's Helper Rough Carpenter Trim Carpenter Assistant

Brick Mason Mobile Home Install & Repair Carpenter Painter Cement Finisher Paper Hanger Assistant Construction Laborer Plastering Assistant Drywall Installer Plumbing Assistant Floor Layer Roofer Furniture and Wood Finisher Rough Carpenter Glazier Sawyer Heavy Equipment Operator Tile Setter Mason's Assistant Upholsterer

//s--c.51- MARKET AND DISTRIBUTIVE EDUCATION

4 YEAR COLLEGE

Account Executive Inspector Advertising Agent Lobbiest Advertising Copywriter Manufacturers Representative Automobile Sales Person Market Research Analyst Buyer Merchandise Displayer Claims Adjuster Public Relations Specialist Claims Examiner Purchasing Agent Cook/Chef Real Estate Agent Distributive Education Teacher Real Estate Appraiser Food Technologist Restaurant/Food Service Manager Home Economist Retail Sales Manager Hotel Manager Stockbroker Industrial Sales Person Travel Agent Industrial Traffic Manager Underwriter Insurance Adjuster Wholesale Sales Manager Insurance Agent Wholesale Sales Representative

COMMUNITY COLLEGE Assistant Buyer Merchandise Displayer Automobile Sales Person Real Estate Agent Building Manager Real Estate Broker Cashier Restaurant Management Cook Retail Store Manager Department Manager Sales Clerk Flight Attendant Sales Manager Food and Beverage Manager Stock Clerk Hotel Manager Ticket Agent Industrial Traffic Manager Travel Agent Insurance Adjuster Wholesale Sales Representative Insurance Agent

PRIVATE VOCATIONAL Auctioneer Insurance Agent Baker Meat Cutter Bartender Model Cook/Chef Real Estate Agent Dispensing Optician Real Estate Appraiser Fashion Merchandising Sales Person Flight Attendant Stock Broker Hotel-Motel Manager Travel Agent

51 BUSINESS AND OFFICE

4 YEAR COLLEGE

Accountant Economist Actuary Executive Secretary Administrative Assistant Financial Institution Manager Archivist and Curator Health Administrator Assessor Lawyer Auditor Loan Office Business Education Teacher Medical Records Administrator Business Manager Nursing Home Administrator Claim Adjuster Personnel Manager Clerical Supervisor Program Analyst Computer Operator Public Accountant Computer Programmer Public Administrator Computer Systems Analyst Statistician Controller Underwriter Court Reporter C.P.A.-Certified Public Accountant

COMMUNITY CQLLEGE Accounting Clerk Keypunch Operator Administrative Assistant Legal Secretary Bank Teller Loan Officer Bill and Account Collector Management Trainee Billing Clerk Medical Records Technician Bookkeeping and Billing Machine Medical Secretary Operator Para Legal Assistant Computer Operator Payroll Clerk Computer Programmer Secretary Court Reporter Statistical Clerk Data Entry Person Stenographer Dental Assistant Typist Executive Secretary Word Processor Insurance Adjuster

PRIVATE VOCATIONAL

Accounting Clerk General Clerk Administrative Assistant Key Punch Operator Bookkeeper Legal Secretary Clerk Typist Medical Secretary Computer Programming Receptionist Court Reporter Secretary Data Entry Person Typist Executive Secretary Word Processor Market And DistributiveEducation (cont.)

SKILLS CENTER Bagger and Carry OutPerson Merchandise Displayer Baker Assistant Purchasing Agent Retail Sales Agent Cashier Retail Sales Clerk Cook Counter Person Shipping and Receiving Clerk Dishwasher Stock Clerk Host/Hostess Stock Handler Inventory Control Person Waiter/Waitress Kitchen Helper

0.J,T.

Bagger Meat Wrapper Baker Assistant Merchandise Displayer Bartender Model Cashier-Checker Packer and Wrapper Cook Assistant Parts Counter Worker Counter Clerk Retail Sales Agent Dishwasher Retail Saler Clerk Dispensing Optician Service Station Attendant Door-to-Door Sales Person Shipping and Receiving Clerk Food Counter Worker Short Order Cook Food Preparation Worker Stock Clerk Freight and Material Handler Stock Handler Host/Hostess Survey Worker Hotel Clerk Telephone Sales Person Inventory Clerk Ticket Agent Kitchen Helper Waitress/Waiter Longshore Worker/Stevedore Waitress/Waiter Assistant Meat Cutter Weigher Business and Office (cont.)

SKILLS CENTER

Accounting Clerk File Clerk Bank Teller General Office Clerk Billing Clerk Mail Clerk Bookkeeper Medical Secretary Clerk-Typist Payroll Accounting Clerk Computer Operator Receptionist Computer Programmer Secretary Data Entry Person Word Processor

O.J.T.

Bank Teller General Clerk Bill and Account Collector Mail Clerk Billing Clerk Office Machine Operator Clerk-Typist Postal CLerk (with typing skills-45 w.p.m.) Receptionist Copy Readers Proofreader Stock Person Duplicating Machine Operator Switchboard Operator File Clerk Telephone Operator

FINE ARTS AND HUMANITIES

4 YEAR COLLEGE

Actor/Actress Painter Athlete Philosopher Author Photographer Dancer Sculptor Historian Sports Professional Musician Theologist

COMMUNITY COLLEGE Actor/Actress Painter Dancer Photographer Musician Sculptor

PRIVATE VOCATIONAL

Dancer Musician Painter Photographer Sculptor

Actor/Actress Sculptor Dancer Sports Professional Musician Vocalist Painter Writer Photographer 51C HEALTH

MORE THAN 4 YEARS OF COLLEGE

Dentist Osteopathic Physician Health Administrator Physician Nurse Practitioner Psychiatrist Nursing Supervisor Veterinarian Optometrist

4 YEAR COLLEGE Chiropractor Occupational Therapist Dental Hygienist Pharmacist Dietician Physical Therapist Health Administrator Physicians Assistant Medical Records Personnel Registered Nurse Medical Technologist Respiratory Therapist Nuclear Medical Technician Speech Pathologist Nurse Anesthetist Tissue Technologist Nurse Practitioner Ultrasound Technologist Nursing Home Administrator X-ray Technologist Nursing Instructor

COMMUNITY COLLEGE Cardiovascular Technologist Nurse Aide (heart) Nurse Assistant Dental Assistant Occupational Therapy Assistant Dental Hygienist Operating Room Technician Dental Laboratory Technician Optical Laboratory Dietetic Technician Optician (eyes) (food and diet) Optometric Technician Emergency Medical Technician (eyes and glasses) Licensed Practical Nurse Pharmacy Technician Medical Assistant Physical Therapist Assistant Medical Laboratory Technician Radiologic Technician Medical Records Techniciaa Registered Nurse Medical Ward Clerk Respiratory Therapist Nuclear Medical Technician Respiratory Therapy Nuclear Medical Technologist Surgical Technician Nurse Aide

PRIVATE VOCATIONAL

Medical Assistant Optometric Assistant Medical Laboratory Technology Physical Therapy Assistant Medical Record Technician Practical Nurse Nurse Aide Radiologic Technician Occupational Therapy Assistant Registered Nurse Operating Room Technician

11S--H Health (cont.)

SKILLS CENTER

Dietary Aide Nurse Aide Industrial Lab Assistant Orderly Medical Lab Assistant Physical Therapy Aide

Dental Assistant Industrial Lab Assistant Dietary Aide Nurse Aide Electrocardiograph Technician Occupational Therapy Aide Electroencephalograph Optometric Assistant (eyes) Technician Physical Therapy Aide Home Health Aide Ward Clerk

SCIENCE AND TECHNOLOGY

4 YEAR COLLEGE

Aeronautical and Astronaut Herpetologist Engineer High Frequency Technologist Agricultural Engineer Icthyologist Agricultural Scientist Industrial Designer Anthropologist Industrial Engineer Archeologist Industrial Hygienist Astronomer Inspector Bacteriologist Mathematician Biochemist Mechanical Engineer Biological Scientist Meteorologist Biologist Microbiologist Bio-Medical Engineer Microwave Technologist Botanist Nuclear Engineer Broadcast Engineer Nuclear Quality Control Cartographer Inspector Ceramic Engineer Oceanographer Chemical Engineer Pathologist Chemist Pharmacist Civil Engineer Physicist Computer Service Technician Physiologist Computer Technologist Product Development Technologist Ecologist Quality Assurance Supervisor Electrical Engineer Research Engineering Technologist Entymologist Robotics Technician Environmental Engineer Sales Engineer Experimental Psychologist Senior Technical Aide Field Engineering Technologist Surveyor Geographer Urban and Regional Planner Geologist Water Trea ment Plant Chemist Geophysicist Zoologist 51E Science and Technology (cont.)

COMMUNITY COLLEGE Air Conditioning and Heating Household Appliance Installer Technician and Repairer Aircraft Instrumentation Technician Industrial Engineering Air-Traffic Controller Technician Alarm System Installer and Instrument Repairer Repairer Jeweler-Watchmaker Bio-Medical Equipment Laser Technician Technician Mechanical Engineering Bowling Pin Machine Operator Technician Broadcast Technician Metallurgic Technician Building Maintenance Worker Missile Instrumentation Technician Calibration Technician Office Machine Repairer Chemical Technician Power Station Operator Climate Control Mechanic Radio & TV Installer & Repairer Clinical Lab Worker Radio Operator Computer Technician Refrigeration Technician Electrical Technician Surveyor Helper Electric Sign Installer Technical Writer Repairer Telephone Installer & Repairer Electronics Components Utility Line Person Reliability Technician Vending Machine Mechanic Electronics Technician Water Treatment Plant OperatorIII PRIVATE VOCATIONAL Architectural Engineering Electronics Systems Technician Technician Production Test Technician Communications Technician Radio Broadcast Technician Computer Technician Television-Radio Service Person

SKILLS CENTER Air Conditioning Household Appliance Installer Appliance Installer and Repairer Audio Service Repairer Laundry Equipment Repairer Cooking Equipment Repairer Radio Service Repairer Electrical and Electronic Refrigeration Repairer Technical Assistant Television Service Repairer Heating Technician SERVICE

4 YEAR COLLEGE

Activities Therapist Librarian (art, music, recreational) Marriage Counselor Administrative Law Examiner Mortician City Manager Parole Officer Clergy Personnel Worker College Administrator Placement Specialist College Instructor Police Construction Inspector Political Scientist Cooperative Extension Service Politician Worker Private Investigator Court Administrator Probation Officer Detective/Investigator Protective Service (child abuse) Dietician (health) Psychologist Director Child Care Center Recreation Worker Elementary Teacher School Administrator Employment Counselor School Counselor F.B.I. Agent Secondary Teacher Foreign Service Worker Social Worker Polygraphic Examiner Sociologist Funeral Director Special Education Teacher Halfway House Manager Speech and Language Pathologist Home Economist and Audiologist Inspector Substance Abuse Counselor Interpreter Vocational Education Teacher Journalist Vocational Rehabilitation Judge Counselor Lawyer

COMMUNITY COLLEGE Child Care Aide Library Assistant Clergy Postmaster & Mail Supervisor Corrections Officer Psychiatric Aide & Technician Custodian Recreation Worker Dietetic Assistant Religious Worker Fire Fighter Security Guard Home & Building Interior Cleaner Sherriff and Bailiff Law Enforcement Officer Social Service Aide Legal Assistant Teacher Aide

PRIVATE VOCATIONAL

Barber Electrologist Blacksmith Floral Designer Cosmetologist Manicurist Cosmetology Instructor Masseur Custodian Security Guard Dog Groomer Tailor/Dressmaker Service (cont.) Service (cont.)

SKILLS CENTER

Beautician Hair Stylist Child Care Aide Infant-Toddler Aide Cosmetologist Manicurist Family Day Care Home Operator Playground Aide Group Day Care HomeOperator Teachers Aide

Animal Caretaker Mail Carrier Bellhop and BaggagePorter Mail Clerk Carpet Cleaner Make-up Artist Child Care Aide Masseur Clothing Presser Messenger Cobbler (shoe repair) Meter Reader Parking Lot Attendant Crossing Guard Custodian Pest Controller Custom Clothing Maker Police Dispatcher Postal Clerk Equipment and VehicleCleaner Refuse Collector Executive Housekeeper Religious Worker Fire Fighter Shoe Repairer Guard Tailor House & Building InteriorCleaner Teacher Aide Infant-Toddler Aide Upholsterer Laundry and Dry CleaningWorker Usher Licensed Day Care Aide Window Cleaner Person

MANUFACTURING

4 YEAR COLLEGE Industrial Designer Numerical Control Tool Industrial Engineer Programmer Inspector Paper Engineer Machinist Production Coordinator Mechan;cal Engineer Welder Metallurgical Engineer Manufacturing (cont.)

COMMUNITY COLLEGE Arc Welder Mold Maker and Core Maker Blacksmith Numerical Control Machine Boiler Maker Operator Book Binder Pattern Maker and Model Maker Combination Welder Pipe Fitter Heat Treater Plastics Products Mfg. Worker Industrial Machine Repairer Reinforcing Iron Worker Lathe Operator Sheet Metal Worker Machinist Stationary Engineer Manufacturing Inspector Structural Iron Worker Manufacturing Painter Tool and Die Maker Metallurgical Technician Upholsterer Milling Machine Operator Welder Millwright

PRIVATE VOCATIONAL Elevator Constructor Locksmith High Pressure Arc Welder Mechanical Instrument Technician Industrial Sewing Machine Pipe Fitter Operator Tool and Die Maker Lathe Operator Upholsterer Lather Welder

SKILLS CENTER

Grinding Operator Milling Nachine Operator Inspector Plastics Products Mfg. Worker Lathe Operator Welder Machinist

O.J.T. Assembly Line Worker Industrial Sewing Machine Blacksmith Operator Boiler Maker Lathe Operator Book Binder Locksmith Boring Machine and Drill Press Machine Oiler Operator Manufacturing Painter Bottling and Canning Machine Metal Cutting Machine Operator Operator Mold Maker Calendar Operator Paper Manufacturing Machine Cement Manufacturing Worker Operator Earth Driller Pipe Fitter Estimator Plastics Products Mfg. Worker Forge and Hammer Operator Polisher and Buffer Furnace Operator Punch & Stamping Press Operator Furnace Tenders Riveter and Fastener Grain and Feed Miller Sheet Metal Worker Grinding Machine Operator Tailor Heat Treater Tire Repairer Industrial Sandblaster

//s--M TRANSPORTATION

4 YEAR COLLEGE Diesel Mechanic Aircraft Mechanic Drivers EducationInstructor Aircraft Pilot Flight Engineer Auto Mechanic Master Heavy Equipment Mechanic Automotive Engineer Service Manager Automotive Instructor Auto Service Advisor

COMMUNITY COLLEGE Front End Mechanic Auto Body Painter Heavy Equipment Auto Body Repairer Railway EquipmentRepairer Auto Mechanic Service Station Manager Auto Parts Clerk Small Engine/Motorcycle Auto Service Advisor Mechanic Collision Estimator Truck Mechanic Diesel Mechanic Tune-up Mechanic Fluid-Power Mechanic

PRIVATE VOCATIQNAL Mechanic Industrial Truck Operator Air Conditioning Notorcycle Mechanic Airplane Pilot-Licensed Small Engine Mechanic Auto Body Repairer Specialist/Auto Transmission Mechanic Auto Mechanic Truck and Bus Mechanic Technician Person Truck Driver Auto Parts Counter Tune-up Mechanic Diesel Mechanic Heavy Equipment

iKILLS CENTER Auto Parts Service Clerk Auto Body Painter Tractor Mechanic Auto Body Repairer Tune-up Mechanic Auto Mechanic

0,J,T. Railroad Brakes Operator and Auto Body Worker Coupler Automobile MechanicHelper Clerk Railroad Conductor Auto Parts Service Sailor end Deckhand Bus Driver Service Station Attendant Delivery/Route Driver Shipmate Garbage Collector Driver Taxi Driver Glazier Industrial Truck Operator Tow Truck Operator Truck Driver Locomotive Engineer Merchant Marine Officer

r , . Resume Tips

There are many ways to do resumes, but the exampleon the other side of this sheet seems to work best for our students. Resumes should belimited to one page, with references on a second page if absolutelynecessary. Here are some tips on each section.

Your Name (Personal Identification) This section used to include age, sex, marital status, religion, height, weight, even a photograph. But all of those have been used by some employers to discriminateagainst workers. By volunteering the information, you are giving theemployer a chance to discriminate against you. So keep your personalinformation to a minimum name, address, phone number.

Objective This can be adjusted for each job you apply for. You want to emphasize your goals which fit the open position. Havingno objective is a good way to get your resume thrown away.

Education If you've been to ani,i kind of schooling besides PAHS, include it. Make sure to list some classes atour school under Courses Taken. If you've got no school activities, leave that sectionout.

Experience Start with your most recent job, and work backwards. You can include volunteer work, too. Phone numbers and supervisornames give the employer a chance to call your former bosses andask about your work.

Skills You can repeat skills here which are listed under Dutiesof jobs, but try to come up with a couple new ones. Try to avoidopinions, like "loyal" or "hard-working." Instead, list thingsyou have done or can prove. If you can't come up with any, leave this section out.

Activities Your chance to tell about your life outside school andwork. Employers like to see that you are somehow involved inyour community. Emphasize the activities which relate toyour career objective.

References These should be adults who are not relatives. Makesure to list address AND phone number. Someresume experts say to write "furnished upon request" under references. But if thereare two equal resumes, and one has references, the employer most likely willcall those references! With the other resume, the employer has tocontact you first and ask you for a list. That extra stepmay cost you the job.

41111 For more resume information, see Antonor Diana in the Career Center. 116-4 521 YOUR NAME Your Street Address City, State, Zip Phone Number

OBJECTIVE If you're looking for part-time work, then write two sentences: "My career objective is to be ... My immediate objective is to work part-time as ..." If you're looking for full-time work, then describe your specific goals what you want in this job.

EDUCATION Port Angeles High School To graduate, June 199X Courses Taken:List here all vocational courses, electives and academic courses that are in any way related to your objective. School Activities: List sports, clubs, student government, etc.

EXPERIENCE Job Title Employer Company Name Starting Month/Year Employer Street Address Ending Month/Year City, State, Zip Phone Number Supervisor: List name

Duties: Describe specific duties here, beginning with supervision and public contact, then listing other main duties.

SKILLS List specific, provable skills here, such as: Keyboarding (words per minute) Driver's License Cash Register CPR Card Other machines

ACTIVITIES Here is the place to list hobbies and interests outside of school.

REFERENCES An adult's name An adult's name An adult's name Street Address Street Address Street Address City, State, Zip City, State, Zip City, State, Zip Phone number Phone number Phone number RESUME WORKSHEET PERSONAL INFO

Name Phone number

Address City, State, Zip Code OBJECTIVES

Career Objective (What doyou want to do eventually fora career?)

Immediate Objective (What kindof job are you seeking now?) EDUCATION

Name and Location of PresentHigh School Grad. Date/Yr.

Overall G.P.A. Honors Earned List the classesyou have taken which relate to the type want. of Job you

List all equipment and machinesyou can operate.

List any licenses or certificates held (ex. Driver'sLicense).

EXPERIENCE PAID

A. Company Name/Employer Complete Address Your Job Title Dates Employed

Supervisor's Name Supervisor's Tel. #

Tasks or Duties Performed B. Company Name/Employer

Complete Address Your Job Title

Dates Employed

Supervisor's Name

Supervisor's Tel. #

Tasks or Duties Performed

C. Company Name/Employer Complete Address Your Job Title Dates Employed

Supervisor's Name

Supervisor's Tel. '"

Tasks or Duties Performed

OTHER (Other experience with working teacher's aide, selling candy door to dor, helper at church, sellingthings you've made, etc.

ACTIVITIES

School clubs and organizations in whichyou participate.

Offices held and honors received In school(Include dates).

Sports you participate in or enjoy,both in and out of school.

Out of school organizations and clubsin which you participate. Offices held. honors received and specialachievements outside of school (Include dates).

Hobbies, spare-time activities, otherinterests.

SKILLS

Make a list of skills thatyou have that could be used in almostany job and tell how you gained that skill. Not just things like how fast you type, but general skills such as:

Skill How I Learned It

Strong Sales Ability Working at clothing store Counseling Experience Natural Helpers Teamwock Participating in Sports Computer Knowledge Class at high school

REFERENCES

Name Complete Address

Phone Number Relationship to You 2. Name Complete Address

Phone Number Relationship to You 3. Name Complete Address

Phone Number Relationship to You

1/6 -E 52 MONEY FOR SCHOOL

Here ore five ways to get money for ANY TYPE of school after high school:

I. Local Scholarships

Many school districts have local scholarship programs. In Port Angeles, Wash., almost gpercent of seniors who complete a scholarship notebook get some kind of scholarship maybe $50, maybe $5,000 or more. Talk to your high school Guidance OfficR!

2_ Financial Aid Form

This federal form should be mailed in January, listing estimated income for the student and parents during the previous year. It goes to a federal agency which determines how much the family is expected to contribute for the cost of the student's education. The rest may be covered by financial aid often loans which have to be paid back after finishing school.

3_ Region& & National Scholarships

There are many scholarships available., though some are national contests and therefore difficult to win. These are listed in books, brochures and computer programs. Check with the Guidance Office or Career Center.

4_ The School Itself

Almost all schools have their own financial aid programs and can lower tuition or help pay for school. That often is based on merit grades or a special skill (like sports, art, music, debate). Once you have decided where to apply, make sure to talk to the school about what programs they offer. There is more money available from the schools than from the government or private scholarships!

5_ The Family

Very few students get a "free ride" all expenses paid. Almost all students and their families will have to come up with part of the cost of education. Start saving now!

11'7-4 r- ti4 FEDERAL PELL GRANTS FEDERAL SEOG FEDERALWORK-STLTDY1 For undergraduates only 1 For undergraduates only For undergraduates and graduatesundergraduates Grant no repayment Grantno repayment can receive aid for more than one undergraduate IStudents musthave For students with degree Expected Family exceptional financial need Contribution (EFC)* (those with the lowest Provides jobs on- or off below a certain number to EFCs *)_ priority given to campus be eligible Federal Pell Grant recipients Amount earned can't exceed Amount received depends needamount also depends in parton enrollment Maximum award: generally on funds available at each status and length of $4,000, dependingin school enrollment parton funds available at each school Schools set deadlines for Must apply no later than applying MAY I. Schools set deadlines for applying Undergraduates paid by the Students paid directly or hour; graduates paid by school account is credited Students paid directly or salary or by the hourall school account is credited students paid at least L monthly

FEDERAL PERKINS LOANSIFEDERAL STAFFORDI77NSI FEDERAL PLUS LOANS Interest rate: 5 percent I Interest rate: variable, but not higher Interest rate: variable, but not higher I than 9 percent; rate was 6.22 percent than 10 percent; from July 1, 1993 For undergraduates and from July 1, 1993-June 30, 1994 June 30, 1994, rate was 6.64 percent graduatesundergraduates for those who borrowed on or after can receive aid for more than one For undergraduates and graduates October 1, 1992 'enrolled at least half-time* undergraduate degree Parents borrow for dependent children Students can get a loan regardless of For students with exceptional Loans not based on income, but parents financial needthose with the income, but federal government pays interest only on need-based loans must undergo credit check lowest EFCs* Maximum award depends on length ofMaximum award is cost of Maximum award dependsin enrollment and year in school education* minus other aid received parton year in school and funds available at each school Lender (bank, credit union) makes Lender (bank, credit union) makes the 'the loan; no deadline for applying, but loan; parents should apply as soon as School makes the loan, and sets students should apply as soon as possible its own deadlines for applying possible Borrowers must sign a promissory Students must sign a Students must sign a promissory note,* agreeing to repay promissory note,* agreeing to :note,* agreeing to repay Under certain conditions, loan repay (Under certain conditions, repayment principal only may be deferred (postponed) or cancelled Under certain conditions, repayment may be deferred (postponed) or may be deferred (postponed) or cancelled cancelled

) BEST COPYAVAILABLE Telephone Numbers

You may sometimes needanswers right away to questions about federal student aid matters. Ifso, you may call one of the numbers below at the Federal Student AidInformation Center between 9:00 a.m. and 5:30p.m. (Eastern Time), Monday through Friday:

0---1-=1 (800) 4-FED AID (1-800-433-3243)atoll-free number F---1 The Information Centerprovides the following services:

+ helping you answer questions when you'reapplying for aid + checking ort whethera school takes part in federal student aid programs, cF a school has a high defaultrate (see page 5) + explaining student eligibility requirements + explaining theprocess of determining financial aid awards + mailing publicationson federal student aid

1 (301) 722-9200 You must call this number at the InformationCenter if you want to find out if your "Free Application forFederal Student Aid" (FAFSA) or your "Renewal Application"has been processed,or if you want a copy of your Student Aid Report (SAR).Please note thatyou will have topay for this call. The Center cannot accept collect calls.

frr1 (800) 730-8913 L If you're hearing-impaired,you may call this toll-free TDD number at the Information Center forhelp withany federal student aid questionsyou may have.

If you havereason to suspect any fraud, waste,or abuse involving federal student aid funds,you may call the following toll-free number:

ft}1 (800) MIS-USED (1-800-647-8733) This number is the hotline to the U.S.Department of Education's Inspector General's office.You may remainanonymous, if you wish. 117-Cr- ,S Starting Your Own Business A Quick Self-Assessment Checklist\, Here are some questions to help you think through what you need to know and do. .1nder each question, check the answer that says what you feel, or comes closest to it e honest with yourself. Are you a self-starter?

I do things on my own. Nobody has to tell me to get going.

If someone gets me started, I keep going all right.

Easy does it.I do not put myself out until I have to. How do you feel about other people?

Ilike people. I can get along with just about everybody.

I have plenty of friends. I do not need anyone else.

Most people irritate me. Can you lead others?

Ican get most people to go along when I start something.

I can give orders if someone tells me what we should do.

I let someone else get things nr ving, then I co along ifI feel like it. Can you take responsibility?

I like to take charge of things and see them through.

I will take over ifI have to, but I would rather let someone else lie responsible.

There is always some eager heaver around wanting to show how smart he or she is.I say let him or her. How good a worker are you?

Ican keep going as long as I need to.I do not mind working hard for something I want.

I will work hard for awhile, but when I have had enough. that is it.

I cannot see that hard work gets you anywhere.

Can you make decisions comfortably?

I can make up my mind ina hurry ifI have to. It usually turnsout OK, too. I can make up my mind ifI have plenty of time. IfI have to make decisions quickly, I think later that it should havebeen decided anotherway. I do not like to be the one who hasto decide things. 117-A r Can people trust what you say? You bet they can. I do not say things I do not mean. I try to be on the level most of the time, but sometimes I just say what is easiest. Why bother if the other fellow does not know the difference?

Can you stick with it? If I make up my mind to do something, I do not let anything stop me. I usually finish what I startif it goes well. If things do not go right from the start, I quit. Why beat your brains out? How good is your health? I never run down. I have enough energy for most of the things I want to do. I run out of energy sooner, it seems, than most of my friends.

Now count the checks you have made. How many checks are there beside the first answer to each question? the second answer to each question? the third answer to each question? If most of your checks are beside the first answer, you probably have what it takes to run a business. If not, you are likely to have more trouble than you can handle by yourself. Better find a partner who is strong on the points in which you are weak. If many checks are beside the third answer, not even a good business partner will be able to shore you up. What Skills Will I Needas an Entrepreneur?

* Developing a business plan. This is a proposal that describes your business and serves as a guide to manage your business. .lost often, the business plan is important if you need to borrow money or want people to invest in your business. * Obtaining technical assistance. Gettirg help from experienced people and specialized agencies can given entrepreneurs added knowledge and skill to make decisions. * Choosing the type or ownership. How a business is organized legally depends on how it is owned. If one person owns it, it is a sole proprietorship. If more than one share in owning-managing the business, it is a partnership. A corporation is chartered by the state and operates as a legal entity separate from its owners. * Planning the market strategy. This is a busini2.is tool to help plan and coordinate all of the activities involved in the exchange of goods and services between producers and consumers. * Locating the business. This is a very important decision that can "make" or "break" a new business. The small business owner must select the "right" site for the business. * Financing the business. It may be necessary to know where to go to borrow the money needed to start your business and keep it going. * Dealing with legal issues. The entrepreneur deals with a variety of legal questions. He or she needs to know when to seek advice and where to get this advice.

* Complying with government regulations. Government laws exist to protect everyone involved in businessthe citizens who work for the business, consumers, business owners, and even the environment. Regulations concerning small business operation are made on the federal, state, county, and local levels. * Managing the business. Good management is the key to success. Managers must plan the work of the business, organize people and resources for work, staff the business, direct employees, and control and evaluate work. * Managing human resources. This involves working with people so they will be good employees. Human resource management involves planning, organizing, directing, and evaluating all the activities that directly involve emplbyees and promote their productivity.

* Promoting the business. Informing consumers about the products and services of a business to help them make a good purchase decision is thepurpose of promotion.

* Managing sales efforts. It is very important to use good

* Keeping the business records. Keeping business records is a form of score keeping. Small business owners managers can know the cnnentscore of their business with accurate and up-to-date records.

* Managing the finances. This is needed for a business to !.:row and earn profits. Financial management tasks include reading and analyzing financialstatements and then using this information to determine the strengths and weaknessesof the firm. Financial statements give information needed to plan and take necessary corrective action.

* Managing custom,credit and collection. Owners of small businesses often must extend credit to customers so that sales will not be lost. At thesame time, they must avoid ending up with long overdue accounts thatcan tie up capital and increase collection costs. Customer credit is given to those peoplewhose financial backgrounds have been checked for payment of obligations. Collections refers to the method or schedule used for payment. * Protecting the business. It is necessary to identify the risks faced by entrepreneurs by business crime or property loss. In addition, precautionssuch as insurance should be taken so that a small firm can lessen its losses dueto risks.

03-c- 531 Where Do You Get Your Business Idea?

What comes to mind when you think about an idea? Is it a light bulb overhead? Ideas can come from thinking there must be a better way. Business ideas also may develop from the following: * Service needed by others. You may have developed skills or have an interest in an activity that someone would gladly pay you to do for them. For example, many people feel it necessary to see a hairstylist. A student who loves dogs could take care of the pets of families that go on vacation. * Entertainment. Providing entertainment as a clown at children's birthday parties could become a business. Someone who enjoys singing might put together an act for a popular restaurant. Or what about offering an entertaining cooking class that people attend to have fun and learn?

* Marketing the products of others. Stuu, who always enjoyed selling magazines or Girl Scout cookies might consider a business in which they promote and sell someone else's products or services. An individual could market Black & Decker tools or gourmet cooking equipment as an entrepreneurial enterprise.

* Repair set-vices. Nlanv people need the services of an electrician or auto repair person after all the shops and offices are closed. An enterprising person may choose to start a business that operates during off-hours. An entrepreneur might develop a pickup and delivery service for customers who need something repaired. but have difficulty getting to a repair shop ext Lpt during "regular'' business hours.

* New inventions. A student tired of using a certain shop tool because it is slow may invent a new tool that is more effective and quicker to use. A business could develop from that idea. An entrepreneur may take everyday articles such as scissors. knives, and even a wrench and convert them for use by left-handed people. Nlaiketing products to this population could become a business. * Extension of hobbies. A home economics student wire has a hubby ui buying silk scraps and making men's and women's ties and scaives may find there is a huge demand for such products. A food-services student who always seems to he a short-order cook at home may decide to develop a business out of this hobby.

* Interests. An agriculture student who has an interest in plants and reads all he or she can about plant diseases may start a business as a plant doctor. In addition, an aerobics exercise enthusiast may choose to start aerobics exercise classes for other people interested in getting in shape. * Product improvement. An agriculture student who loves birds may discover that the usual manufactured birdseed does not attract as large a variety of birds as does the feed he or she mixes. Perhaps a gourmet feed business will be born. Who knows? * New technologies. A business education student who develops skill in computer uses may decide to open a word-processing service or develop computer software with a computer at home. JUNE OF MY SENIOR YEAR

In June of your senior year, where will you be? What will you be doing? Answer these questions:

Will you be living at home? Do you want to still be living there?

If you didn't live at home, where would you live?

Do you plan to have a job (full or part-time)?

Where?

Doing what?

What job contaczs have you made?

What training do you have for this job?

What experience ao you have for this job?

Do you plan to be accepted by a school or training program (full or part-time)?

What kind of training do you plan to get?

What programs or schools have you looked at?

Which one is your first choice?

What classes are you taking IN HIGH SCHOOL toprepare you for this training?

How long will this training take?

What do you plan to do after completing this training?

// 353C SENIOR EXIT SURVEY

(name) (date) * * *COMPLETE 1 OR 2 ONLY IF YOUR PLANS ARE DEFINITS! * * * 1. TRAINING: I already have been accepted and definitely plan to attend

in (name of school) (location of school) My major or program of study will be Other Schools I Applied To: Accepted

2. WORK: I have been offered a fulltime job and will work for

in (name of employer) (location of employer)

My job title will be

* * * COMPLETE 3 OR 4 ONLY IF YOUR PLANS ARE NOT DEFINITE! * * *

3. TRAINING PROGRAM ACCEPTED APPLIED PLAN TO APPLY

4. WORK: I hope to work for

in (name of employer) (location of employer)

My job title would be EVERYBODY FILL OUT 5 AND 6

5. The one class or program I wish this school would add is:

6. This would be a better school if: PRE -RE1 I REMENT PLANNING Estimated Personal and/or Family Income Totals Income item ExpectedMonthly ExpectedAnnually WhatLiabilities: You Owe You Owe: Total Costs of These Obligations Monthly: Costs Annual: Costs SocialDeferredWages, security salaries. compensation; benefit fees. commissionsincome residualAmount income husband will receive .. S CurrentContributions,Installment bills loans Committed and ongoing Company pension paymentsAmountAmount wile husband will receive will receive MortgageRepayment on investmenthome of loansproperty Amount wife will receive . )N.) CompanyAnnuitiesVeterans profit-sharing benefit payments payments . FurnitureAutomobile and loans appliance duedue on life insurance . Gosernment,InterestDividends from from savings,corporate. stock, other other other sources investing bond Hospital,Personal loansdoctor, due loansBalances due due income . Support payments and InterestPromsRents from and from mortgages,royalties. sale of real other loans estate,bonds, fees held stocks, other investments OtherBalances payments owing due onexpected obligations . New income, from new jobactin or tieshobby i Payments due on life stocksinsurance and bonds purchases AnyfromContinuing otheryour ownincome salary. business .fees, deferred income . TOTAL LIABILITIES (what you owe) . TOTAL COSTS OF THESE LIABILITIES Any expected new income TOTALS 53,(= 5:i; What You Own Income These Assets Produce Asset Income Income Assets: Worth: Monthly: Annually: Cash on hand Checking accounts Savings accounts Government bonds, Accrued value Common stocks, Market value .. Preferred stocks, Market value Other bonds, Market value Annuities, Face value Life insurance, Cash value Real estate, Your home Other real estate. Appraised value Automobiles, Market value Personal property, Household and other Collections, Antiques and other Notes, Mortgages held Pensions, Corpus and income Retirement trust funds and profit-sharing Stock options, Any deferred income Dividends and interest, Other than above Social security, Corpus and income Government disability payments expected Rents, royalties, and any other income TOTAL ASSETS (what you own)

S TOTAL INCOME (what you expect to receive)

$ _ $ t- I 1, 1021-g SHELTERExpenditures MonthlyAverage AverageAnnual CLOTHINGExpenditures AverageMonthly AverageAnnual InsuranceRealMortgageRent estate p:oments taws DryLaundry,membersNew cleaning clothing if not for done all household at home S HOUSEHOLD NIAINTENANCE Repairs, house and grounds 101 Al OtherShoe repair TOTAL improement S S PERSONAL TelephoneFueletc. tilt c. dter, gas, electricit, SmokingBarberCosmetics shop supplies and and toiletries beauty parlor S ServicesWastegardeners, disposal cleaning etc persons, cook, Stationer:,,Other postage TOTAL HOME PURCHASES Other TOTAL . . MEDICAL AND HEALTH Doctors,HospitalsMedicine dentists, and drugsnursing optometrists facilities S andCleaningFloorFurniture supplies coverings and fixtureslaundry equipment $ OtherpremiumsMedicalEyeglasses, and hearing health insurance aids, etc fertilizers,GardenKitchenLinens, draperies,equipment,equipment and patio shades, plants, things etc.seeds, AUTOMOBILES AND TRANSPORTATION TOTAL FOOD Other TOTAL MonthlyLicenseGasoline,Repairs portion (drivers oil, lubricantsof andpurchase registration) price $ LiquorFood ataway andhome fromfood forhome entertaining TOTAL $ OtherInsurancebus, transportation: subway, plane, railroad, taxi, limo TOTAL r 4a Expenditures AverageMonthly AverageAnnual SAVINGSExpenditures AND INVESTMENTS MonthlyAverage AnnualAverage RECREATION AND OTHER TelevisionClubBooks, memberships, newspapers, and maintenance dues, magazines etc. S $ PrivateandPaymentsSavings profit purchases banks, sharinginto company savings programsof stocks, associationspensions. bonds, . S S suppliesHobbytheater,Movies. and etcsports sports events, equipment concerts, and Otherreal estate, other investments TOTAL S weekends,AdultVacations, education other holiday trips celebrations, . GRAND TOTAL. $ S GiftsContributionslicensePets, pet foods and supplies. Cost-of-Living Totals Needed Needed I AXES. INTEREST ON DEBTS. INSL.RANCEOther I0.1 Al. ShelterHousehold maintenance ... Expense Item S Monthly Annually taxesFederalInterest.Personal and amortization property.state income and of propertytaxes loans HomeFoodAutomobiles purchases and transportation paymentsI.iahilityLife insurance and personal premiums property and annua ClothingPersonalRecreationMedical and and health other Otherinsurance premium...... TOTAL .. SavingsTaxes, interest and investments due, and insurance TOTALS